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|Title:||The Combined Effects of the Keyword Method and Phonics Instruction on 5th Graders' English Vocabulary Learning in Taiwan|
Department of English, NTNU
This study aimed to examine the combined effects of the keyword method and phonics instruction on elementary school students' English vocabulary learning. The participants were 105 fifth graders from three intact classes of an elementary school. These three EFL classes were randomly assigned to three treatment groups (keyword, phonics, and combined keyword-phonics). Each group received three 40-minute learning sessions within one week to learn 30 English target words, i.e., learning 10 words per session. Two recall tests were conducted to measure the learning effectiveness both immediately and one week after the three learning sessions were completed. One of the tests, the receptive recall test, was used to assess students' learning of word meaning, and the other test was the productive recall test that measuredstudents' learning of spelling. The results showed that the keyword group and the combined keyword-phonics group performed significantly better than the phonics group on the immediate and delayed receptive recall tests, and that the phonics group and the combined keyword-phonics group performed significantly better than the keyword group on the immediate and delayed productive recall test. The findings suggest that the keyword method facilitates students' learning of word meaning and that phonics instruction promotes students' English spelling abilities. Therefore, combining the two methods will not only facilitate students' learning of word meaning but also enhance students' spelling abilities.
|Appears in Collections:||英語教學|
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