An Action Research of English Vocabulary Spelling Remedial Instruction to High Graders in an Elementary School

• Main Authors: Chen, Lin-En, 陳琳恩
• Other Authors: Liang,Chung-Ming
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/frr75a

碩士 === 國立臺東大學 === 進修部暑期課程與教學碩專班 === 106 === This study was to explore the difficulties of underachievers’ English vocabulary learning and spelling and the practice of remedial instruction based on their difficulties to see if it will enhance these students’ English vocabulary spelling. The study was conducted by action research, and the study objects are as follows: 1. To explore vocabulary learning difficulties and the ways of spelling words of English underachievers. 2. To explore the course of remedial teaching implementation according to students’ learning difficulties 3. To explore the situation of changes in students’ English vocabulary spelling. And the results of this study are as follow: 1. The difficulties of English learning underachievers are: (1) Underachievers have no sense of achievements when learning English. (2) With weak phonological awareness, underachievers couldn’t spell and read the words correctly. 2. The appropriate remedial instruction improved students’ English difficulties. And the strategies for the instruction are: (1) the content connected with students ‘life, enhancing class participation of students (2) the good use of songs and picture books related to lesson themes, providing students learning environment (3) teaching students vocabulary spelling skills, enhancing students’ vocabulary spelling and reading ability 3. The implementation of remedial instruction can improve students’ learning attitudes and professional knowledge and skills of English teaching for teacher.