國中英語教師對七年級生自然發音與KK音標銜接之教學信念

107年01月19日  

研究生：張婉柔

指導老師：藍淑雯 博士

國中英語教師對七年級生自然發音與KK音標銜接之教學信念

Junior High School English Teachers’ Beliefs about 7th Graders’ Transition between Phonics and K. K. Phonetic System: A Case Study in Pingtung 

摘要:

本研究旨在探討屏東區國中英語教師對七年級生自然發音與KK音標銜接之教學信念。本研究的研究對象為三位明正國中的老師與三位內埔國中的老師，採質性研究進行資料收集，包含兩次半結構式訪談、現場筆記以及教師所使用的課堂講義。本研究顯示，受訪教師一致認為發音準確在國中英語發音上扮演很重要的角色。此外，受訪教師表示KK音標是很好的工具來協助七年級生在暑期輔導中的英語發音學習。

本研究也發現，受訪教師在暑期輔導中的KK音標教學深受過去學習KK音標的經驗之影響。最後，研究結果顯示進行發音教學的課堂時間不足、KK音標沒有統一教材、沒強制學生上暑期輔導以及學生英語能力低落，都是受訪教師在進行暑期輔導的英語發音教學時，所面臨到的問題。本研究結果將提供教師在未來英語發音教學之建議。

關鍵字: 教師信念、國中發音教學、KK音標、自然發音

Abstract:

This study aimed to explore junior high school English teachers’ beliefs about student learning phonics and K. K. phonetic system and investigate their support for 7th graders’ transition between phonics and K. K. phonetic system. Through a qualitative case study, this study interviewed six participants in Pingtung to provide the in-depth understanding and description of their beliefs and teaching strategies. In addition to the data collected from two semi-structured interviews, the researcher also collected audio files, field notes and instructional materials. The findings have shown that the teachers claimed the accuracy of pronunciation played an essential role in junior high school English pronunciation instruction; furthermore, they highlighted that they preferred using K. K. phonetic system as a means to support the 7th grade students’ transition from Phonics to K. K. phonetic system. Additionally, the results also revealed that junior high school English teachers’ past learning experiences have influenced their pronunciation instruction in summer transition courses. Finally, this study’s results have indicated that junior high school English teachers encountered some challenges in carrying out 7th graders’ transition between phonics and K. K. phonetic system such as insufficient time, lack of 7th grade K.K. phonetic system linking curriculum, no mandatory attendance for summer transition courses and students with low English proficiency. Such suggestions may provide more implications for English language teaching and research.

Keywords: Teachers’ belief, Pronunciation instruction, K. K. phonetic system, Phonics, Junior High School