This chapter is divided into four parts—summary of the major findings, limitations of the study, pedagogical implications, and suggestions for future research.
In addition, the researcher hopes to express her ideas of English teaching during the process of remedial instruction in K. K. phonetic symbols.
Summary of the Major Findings
The three most frequently used strategies by the participants in the present study were keeping eyeing the word to be learned, writing the word repeatedly, and using K. K. phonetic symbols to help spell the word. After receiving the remedial instruction, the underachievers performed better on the post-test than they had on the pre-test, not only on vocabulary memorization but also on pronunciation. Most
important of all, each of them felt more confident in their English learning ability, and they felt that they would keep using K. K. to help them study English.
Limitations of the Study
The underachieving students who participated in this study attend a rural vocational high school in Pingtung County, in the southern part of Taiwan. The participants were so few that the results might not apply to other situations of English learning and teaching around the country. However, the participants do seem to
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reasonably represent students who gave up on English learning a long time ago, before entering high school. These students may still go to college for further studies, yet with incomplete English ability and insufficient confidence. It would be sad if college students like these were not capable of reading their textbooks in their English classes, which could stop them from pursuing higher education. It is certain that English is not the only subject that students should pay attention to, but nevertheless, no one would deny the importance of English learning. If a high school student cannot even look a word up in the dictionary to find out how to pronounce and spell it, the
whole system of English teaching will be useless and in vain. Additionally,it is the researcher’s hope as an English teacher in a vocational high school that eventually,
every student will be able to count on himself or herself to learn English even without the help of teachers.
Another limitation of this study was the schedule of the remedial classes. In Taiwan, high school classes are taken under a set schedule of seven or eight classes a day. This amounts to a full-time courseload, and students—especially underachieving students—will not spend their weekends learning English. When the researcher recruited the underachieving students for the present study, their first question was when they needed to attend remedial classes. To meet their approval, the researcher had to schedulethe 12 remedial classes for the 30-minute lunchbreak. However,
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lunchtime instruction may not be enough to adequately enhance students’ English
ability. It would be better if underachievers could be placed by their school in a special remedial class, which would be compulsory.
Pedagogical Implications
The researcher believes that a classroom teacher should try to keep the motivation of underachieving students high. To achieve this goal, it is better if the teacher knows the background of the students going in. This will help the teacher understand why and how the student has lost interest in or motivation for English learning. It will also beimportant for the instructor to remain aware that what students need and what they want are two totally different things. Most underachievers, given their preference, would avoid studying English. English teachers may want to put more emphasis on the importance of basic English learning, especially when
instructing underachievers. Students may refuse to learn the basic rules of English, but teachers cannot escape from the obligation to help them learn better and study harder.
Suggestions for Future Research
The researcher would first like to suggest that teachers and researchers engaged in future research on these matters find an observer to help them carry out their study. With such an observer, who may be a professional colleague, the research will be more objective. In addition, an observer will provide a new point of view and
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new directions for study, and may pick up on things that the researcher might otherwise miss, such as interactions between the teacher (the researcher) and the students in class, or the behaviors of the students.
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Appendix A 單字背誦策略問卷
班級______________ 座號______________ 姓名_______________
請從下列單字背誦策略中，將你所使用的頻率圈起來。
使用頻率 (F): 1 = 從不, 2 = 很少, 3 =有時候, 4 = 時常, 5 = 總是 1. 使用 K. K. 音標來拼單字 F: 1 2 3 4 5 2. 大聲念出單字好幾次 F: 1 2 3 4 5 3. 抄寫單字好幾次 F: 1 2 3 4 5 4. 看單字好幾次 F: 1 2 3 4 5 5. 聽單字的錄音檔 F: 1 2 3 4 5 6. 查字典 F: 1 2 3 4 5 7. 背誦中英單字表 F: 1 2 3 4 5 8. 做單字習題 F: 1 2 3 4 5 9. 將單字的同義字或反義字做連結 F: 1 2 3 4 5 10. 記住新單字的字首、字根或字尾 F: 1 2 3 4 5 11. 將單字放在句子、段落或對話中 F: 1 2 3 4 5 12. 使用心像圖 F: 1 2 3 4 5 13. 畫圖來記單字的意思 F: 1 2 3 4 5 14. 從心裡將單字形象化 F: 1 2 3 4 5 15. 使用押韻連結單字 F: 1 2 3 4 5
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English Questionnaire on Vocabulary Memorization Strategies
Class______________ No.______________ Name_______________
You are required to indicate the frequency of each strategy you use to memorize vocabulary. Please circle the frequency.
Frequency of use (F): 1 = never, 2 = rarely, 3 = sometimes, 4 = often, 5 = always 1. Use K. K. phonetic symbols to help spell the word F: 1 2 3 4 5 2. Say the word aloud several times F: 1 2 3 4 5 3. Write the word repeatedly F: 1 2 3 4 5 4. Keep eyeing the word to be learned F: 1 2 3 4 5 5. Listen to a sound recording of the word F: 1 2 3 4 5 6. Look the word up in the dictionary F: 1 2 3 4 5 7. Memorize bilingual lists F: 1 2 3 4 5 8. Do vocabulary exercises F: 1 2 3 4 5 9. Connect the word to its synonyms or antonyms F: 1 2 3 4 5 10. Remember the affixes and roots of new words F: 1 2 3 4 5 11. Place the word in a sentence, paragraph, or conversation F: 1 2 3 4 5 12. Make a mental image of new words F: 1 2 3 4 5 13. Draw pictures to illustrate the meaning of new words F: 1 2 3 4 5 14. Visualize the word form mentally F: 1 2 3 4 5 15. Make up rhymes to link words F: 1 2 3 4 5
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班級__________________ 座號___________ 姓名____________________
1. 性別：□男□女
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English Questionnaire on K. K. Learning Background
Class _______________ No. _______________ Name _________________
The following questions are used to realize your experience with the learning of K. K.
phonetic symbols. Your answers are irrelevant to your grades or academic performance. Please check and answer the questions according to real situations.
1. Gender: □Male □Female
2. How long have you studied English? □Four years□Five years□Over six years 3. How much time do you spend studying English every day after school?
□I don’t study English after school□Less than 1 hour
□1 to 2 hours □More than 2 hours
4. Have you ever learned the K. K. phonetic symbols? □Yes □No 5. Where did you learn the K. K. phonetic symbols? (This question is for those
who have learned the K. K. phonetic symbols.)
□At elementary school □At junior high school
□At cram school □Other ______
6. To what extent are you familiar with K. K. phonetic symbols?
□Familiar with all of them □Familiar with most of them
□Familiar with a few of them□Familiar with none of them 7. Can you use K. K. phonetic symbols to read and spell words?
□Yes□Most of the time I can□Sometimes I can□No
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8. According to your learning experience, do you think learning K. K. phonetic symbols is helpful for your English learning?
□Yes □No □Not sure
9. Are you usually troubled with not knowing the K. K. phonetic symbols printed in English textbooks or other materials?
□Yes □No
10. What would you do if you encountered a new word that you did not know, after learning K. K. phonetic symbols?
□Look it up in the dictionary and use the K. K. phonetic symbols to memorize it
□Ask your English teacher
□Ask your parents
□Ask your classmates or friends
□Ignore it
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Appendix C
Teaching Schedule for Remedial Instruction in K. K.
Week 1 Class 1
1. Pre-test onknowledge of K. K. phonetic symbols
2. Introduce the categorization of vowels and consonants—
long/short vowels, diphthongs, voiced and voiceless consonants
Week 1 Class 2
Introduce the symbols and pronunciation of /i/, /ɪ/, /e/, /ɛ/ and /æ / with two words each (e.g.,see, he, it, him, name, say, ten, head, cat, and)
Week 2 Class 1
Introduce the symbols and pronunciation of /a/, /ʌ/, /ə/, /ɚ/, and /ɝ/
with two words each (e.g.,hot, want, cup, above, of, about, teacher, better, girl, earn)
Week 2 Class 2
Introduce the symbols and pronunciation of /o/, /ɔ/, /u/, /ʊ/, /aɪ/, /aʊ/, and /ɔɪ/ with two words each (e.g.,go, low, dog, law, food, do, look, put, five, like, how, house, boy, join)
Week 3 Class 1
Introduce the symbols and pronunciation of /p/, /b/, /t/, /d/, /k/,and /g/ with two words each (e.g.,pen, help, be, tub, tea, out, day, sad, key, back, game, big)
Week 3 Class 2
Introduce the symbols and pronunciation of /f/, /v/, /θ /, /ð/, /s/, and /z/ with two words each (e.g.,fire, knife, vote, give, thing, both,
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they, father, sit, bus, zoo, does)
Week 4 Class 1
Introduce the symbols and pronunciation of /ʃ/, /ʒ/, /ʧ/, and/ʤ/ with two words each (e.g.,she, dish, Asia, decision, cheap, rich, joke, age)
Week 4 Class 2
Introduce the symbols and pronunciation of /l/, /r/, /m/, /n/ and //
with two words each (e.g.,low, tall, red, fear, make, him, now, soon, song, king)
Week 5 Class 1
Introduce the symbols and pronunciation of /h/, /w/, and /j/ with two words each (e.g.,high, home, way, wise, you, yes)
Week 5 Class 2 Review vowels, consonants, and phonological rules Week 6 Class 1 Practice combining vowels and consonants
Week 6 Class 2 Post-test on knowledge of K. K. phonetic symbols
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Appendix D
英 語 補 救 教 學 音 標 前 測
班級座號姓名
一、 以下每道題目都會被複誦三次，請寫出你所聽到的母音或子音，並記得加
上/ /或[ ]將你所聽到的音標正確標示出來。例如：/i/ 或 [i]
1. ___________2. ___________ 3. ___________4. ___________ 5. ___________
6. ___________7. ___________ 8. ___________9. ___________10. ___________
二、以下每道題目都會被複誦三次，請將你所聽到的單字代號填入括弧中。
( )1. A. part B. port ( )6. A. touch B. fish
( )2. A. snake B. snack ( )7. A. food B. book
( )3. A. hot B. pot ( )8. A. spa B. stop
( )4. A. dream B. drum ( )9. A. thirty B. thirteen
( )5. A. think B. thank ( )10. A. garage B. garbage
三、以下每道題目都會被複誦三次，請將你所聽到的單字完成。
1. ___ip 2. bo___ 3. k___t___ 4. d___y 5. fr____
6. ___ine 7. j___st 8. chur____ 9. c___t 10. so____
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English Pre-Test for Remedial Instruction in K. K.
Class____________________ No._______________ Name___________________
Part A. Each of the following questions will be repeated three times. Please write down the vowel or consonant you hear. Be sure to use slashes / / or square brackets [ ] to mark your answer, for example, /i/ or [i].
1. ___________2. ___________ 3. ___________4. ___________ 5. ___________
6. ___________7. ___________ 8. ___________9. ___________10. ___________
Part B. Each of the following questions will be repeated three times. Please write down the word you hear.
( )1. A. part B. port ( )6. A. touch B. fish ( )2. A. snake B. snack ( )7. A. food B. book ( )3. A. hot B. pot ( )8. A. spa B. stop ( )4. A. dream B. drum ( )9. A. thirty B. thirteen ( )5. A. think B. thank ( )10. A. garage B. garbage Part C. Each of the following questions will be repeated three times. Please complete the word.
1. ___ip 2. bo___ 3. k___t___ 4. d___y 5. fr____
6. ___ine 7. j___st 8. chur____ 9. c___t 10. so____
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Part D. Pronunciation
1. Please read the following words.
1. he 2. it 3. say 4. ten 5. cat
2. Please repeat the following words after the teacher.
1. he 2. it 3. say 4. ten 5. cat
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Appendix E
英 語 補 救 教 學 音 標 後 測
班級座號姓名
一、 以下每道題目都會被複誦三次，請寫出你所聽到的母音或子音，並記得加
上/ /或[ ]將你所聽到的音標正確標示出來。例如：/i/ 或 [i]
1. ___________2. ___________ 3. ___________4. ___________ 5. ___________
6. ___________7. ___________ 8. ___________9. ___________10. ___________
二、以下每道題目都會被複誦三次，請將你所聽到的單字代號填入括弧中。
( )1. A. pen B. pin ( )6. A. rich B. wish
( )2. A. cup B. cut ( )7. A. cook B. zoo
( )3. A. sport B. store ( )8. A. box B. boat
( )4. A. wait B. want ( )9. A. hi B. he
( )5. A. mouse B. mouth ( )10. A. join B. choice
三、以下每道題目都會被複誦三次，請將你所聽到的單字完成。
1. ___ee 2. __ame 3. v___t ___ 4. ___ay 5. cr____m
6. ___ine 7. d___st 8. ____ase 9. c___t 10. lo____
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78
English Post-Test for Remedial Instruction in K. K.
Class____________________ No._______________ Name___________________
Part A. Each of the following questions will be repeated three times. Please write down the vowel or consonant you hear. Be sure to use slashes / / or square brackets [ ] to mark your answer, for example, /i/ or [i].
1. ___________2. ___________ 3. ___________4. ___________ 5. ___________
6. ___________7. ___________ 8. ___________9. ___________10. ___________
Part B. Each of the following questions will be repeated for three times. Please write down the word you hear.
( )1. A. pen B. pin ( )6. A. rich B. wish ( )2. A. cup B. cut ( )7. A. cook B. zoo ( )3. A. sport B. store ( )8. A. box B. boat ( )4. A. wait B. want ( )9. A. hi B. he ( )5. A. mouse B. mouth ( )10. A. join B. choice Part C. Each of the following questions will be repeated for three times. Please finish the word.
1. ___ee 2. __ame 3. v___t ___ 4. ___ay 5. cr____m 6. ___ine 7. d___st 8. ____ase 9. c___t 10. lo____
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Part D. Pronunciation
1. Please read the following words.
1. see 2. him 3. name 4. head 5. and
2. Please repeat the following words after the teacher.
1. see 2. him 3. name 4. head 5. and
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Appendix F
K. K. 音標補救教學後訪問問卷
1. 你覺得接受完 K. K.音標補救教學後，對你的英文學習有沒有幫助?
2. 你覺得接受完 K. K.音標補救教學後，在英文學習哪一方面有幫助?
3. 你覺得 K. K.音標在協助你了解發音規則方面有沒有幫助？
4. 你覺得 K. K.音標在協助你拼字方面有沒有幫助?
5. 你覺得 K. K.音標在協助你口說發音方面有沒有幫助?
6. 你覺得 K. K.音標在協助你使用字典查新單字方面有沒有幫助?
7. 你覺得 K. K.音標在協助你背誦單字方面有沒有幫助?
8. 你覺得學習 K. K.音標會不會使你在英語學習上感到更有信心?為什麼?
9. 你會不會持續使用 K. K.音標來幫助你學習英語?為什麼?
10. 你接受了 K. K.音標補救教學課程後，有何感想?
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English Interview Questions after Remedial Instruction in K. K.
1. Do you think remedial instruction in K. K. phonetic symbols has been helpful for you in your English study?
2. In what aspect of English learning do you think it has been helpful to receive remedial instruction in K. K. phonetic symbols?
3. Do you think learning K. K. phonetic symbols has helped you understand the rules of pronunciation?
4. Do you think learning K. K. phonetic symbols has helped you spell words?
5. Do you think learning K. K. phonetic symbols has helped you in pronunciation?
6. Do you think learning K. K. phonetic symbols has helped you look up new words in a dictionary?
7. Do you think learning K. K. phonetic symbols has helped you memorize vocabulary words?
8. Do you think learning K. K. phonetic symbols has helped you feel more confident, and why?
9. Will you keep using K. K. phonetic symbols to help you study English, and why?
10. How do you feel after receiving remedial instruction in K. K. phonetic symbols?