本研究旨在探究國小英語教師對於字母拼讀教學之認知，以及對國小英語教科書中字母拼讀教學內容的看法，進而將結果加以比較、對比及歸納，以了解對國小英語教師而言，目前國小英語教科書字母拼讀教學的設計，是否符合他們的教學需求。
　　本研究以問卷調查法為主，輔以個別訪談的方式。研究對象為台北市國小英語教師，且符合該校三到六年級需使用同一版本英語教科書之條件。問卷填答者共一百七十四位，再從中挑選持不同意見之六位自願受訪者，進行後續個別訪談。
研究結果顯示，對字母拼讀教學之認知而言，
1.國小英語教師普遍了解字母拼讀法主要是用以教導字音間的關係。同時亦能協助學生拼字、認字、發音、閱讀及記誦單字的能力。
2.國小英語教師也普遍了解雖然字母拼讀法不能完全取代KK音標，在國小階段仍須以字母拼讀教學為主。但多數國小英語教師仍將字母拼讀教學與語音學的概念混淆。
3.國小英語教師對於該如何教字母拼讀之認知普遍符合相關文獻中對字母拼讀教學順序的建議。
4.國小英語教師認為應同時使用傳統及建構式的字母拼讀教學法。
5.大多數國小英語教師認為自己有充足的字母拼讀教學相關知識，但有些教師仍希望多補充字母拼讀教學方法以及音韻覺識的相關知識。
對國小英語教科書中字母拼讀法教學內容編排設計而言，
1.國小老師普遍認為在英語教科書中，字母拼讀教學內容有適當的編排順序，也提供複習字母的單元。另外也提供適合的字音關係代表單字、聲頭及韻母的教學。
2.有些國小老師認為目前使用的國小英語教科書缺乏音韻覺識的練習、缺乏讓學生應用字母拼讀法知識之練習、缺乏整合式的複習。
整體而言，目前國小英語教科書中字母拼讀教學內容之編排與設計符合國小英語教師的教學需求，但仍有需改進的部分，例如：字母拼讀教學內容與課本其他內容無關；缺乏讓學生應用字母拼讀閱讀生字的練習；缺乏音韻覺識的練習；缺乏複習學生學過的字母拼讀規則；或缺乏音節與重音的練習。因此，國小英語教科書應根據本研究結果修改其字母拼讀教學內容的編排設計，以符合英語教師的教學需求。

The purpose of this study was to investigate elementary school English teachers’ perspectives on phonics instruction and on the phonics teaching contents of their English textbooks. Then the findings were further compared, contrasted, and inductively analyzed in order to find out, based on elementary school English teachers’ perspectives, if the design of the phonics teaching contents of their English textbooks is consistent with their perspectives on phonics instruction.
The instruments used in this study were questionnaire survey and interviews. The participants were elementary school English teachers whose schools used the same series of English textbooks from the third grade to the sixth grade. The questionnaire respondents included 174 teachers. Among the 174 respondents, six of them who held different perspectives and were willing to be interviewed were invited as interviewees.
The results of this study indicated that, in terms of their perspectives on phonics instruction:
1. Most elementary school English teachers know that the main purpose of phonics instruction is to teach letter-sound correspondences, and that phonics instruction benefits students’ ability to spell words, recognize words, pronounce sounds, read, and memorize words.
2. Most elementary school English teachers know that phonics instruction cannot completely replace K.K phonetic symbols. Phonics should be introduced at elementary phase. However, some elementary school English teachers still cannot distinguish phonics from phonetics.
3. Most elementary school English teachers’ perspectives on how phonics should be taught are in accordance with guidelines as suggested in previous research.
4. Most elementary school English teachers think that both traditional and contemporary phonics approaches should be used when teaching phonics.
5. Most elementary school English teachers think they have sufficient understanding about phonics, but some of them still want to know more about phonological awareness and how to teach phonics.
In terms of their perspectives on the design of the phonics teaching contents of English textbooks:
1. Most elementary school English teachers think that their English textbooks provide suitable teaching sequence, review sections, appropriate keywords of letter-sound correspondences, and onset and rimes.
2. Some elementary school English teachers think their English textbooks do not provide enough phonological awareness exercises; exercises in which students can apply their phonics knowledge; and review section which integrate what studemts have learned before.
To sum up, the design of the phonics teaching contents of English textbooks in general meets elementary school English teachers’ teaching needs. However, there are still a few things that need to be improved. For example, the phonics teaching contents are irrelevant to other exercises in the textbooks; there are not enough phonological awareness exercises, syllable and stress exercises, or exercises for students to read unfamiliar words and review what they have learned. Thus, English textbooks should modify the design of the phonics teaching contents according to the findings in this study in order to meet English teachers’ teaching needs.

ACKNOWLEDGEMENTS ...................................iii
TABLE OF CONTENTS ...................................iv
LIST OF TABLES .................................. .viii
中文摘要 .............................................x
ABSTRACT............................................xii
CHAPTER ONE INTRODUCTION ............................ 1
1.1 Background and Rationale ........................ 1
1.2 Purposes of the Study ........................... 6
1.3 Research Questions .............................. 6
1.4 Significance of the Study ....................... 7
CHAPTER TWO LITERATURE REVIEW ....................... 9
2.1 Phonics Instruction ............................. 9
2.1.1 Teaching contents of phonics ................. 10
2.1.2 Teaching approaches to phonics ............... 14
2.1.2.1 Traditional phonics approaches ............. 14
2.1.2.2 Contemporary phonics approaches ............ 15
2.1.3 The importance of phonics in reading.......... 17
2.1.4 Prerequisites of phonics instruction ......... 22
2.2 Arguments against Phonics Instruction .......... 25
2.2.1 Traditional phonics approaches often focus on the de-contextualized learning of sound-spelling connections without paying attention to meaning ................ 25
2.2.2 English letter-sound correspondences are not always regular ............................................ 28
2.2.3 The effectiveness of phonics instruction on EFL learners in Taiwan is uncertain .................... 29
2.3 Guidelines for Phonics Instruction ............. 31
2.3.1 Phonics instruction should build on letter knowledge which is taught in a logical sequence .............. 31
2.3.2 Phonics instruction should be taught along with phonemic awareness training ................. 31
2.3.3 Phonics instruction should be arranged in an appropriate sequence ............................... 32
2.3.4 Phonics instruction should provide appropriate keywords ........................................... 36
2.3.5 Phonics instruction should be combined with real reading ............................................ 37
2.3.6 Phonics instruction should introduce onsets and rimes .................................................... 38
2.4 English Teachers’ Perspectives on Phonics Instruction .................................................... 38
2.5 Studies on the Analysis of Elementary School English Textbook Contents in Taiwan ........................ 42
CHAPTER THREE METHODOLOGY .......................... 47
3.1 Research Design ................................ 47
3.2 Participants ................................... 47
3.3 Instruments .................................... 49
3.3.1 Questionnaire ................................ 49
3.3.1.1 The validity and reliability of the questionnaire .................................................... 52
3.3.2 Interview .................................... 52
3.4 Research Procedures ............................ 53
3.5 Data Analysis .................................. 55
CHAPTER FOUR RESULTS AND DISCUSSION ................ 57
4.1 Background Information about the Questionnaire Respondents and the Interviewees ................... 57
4.2 The Participants’ Perspectives on Phonics Instruction......................................... 61
4.2.1 The participants’ perspectives on what phonics instruction is about ............................... 61
4.2.2 The participants’ perspectives on the benefits of phonics instruction .................................76
4.2.3 The participants’ perspectives on the prerequisites of phonics instruction ............................. 79
4.2.4 The participants’ perspectives on the teaching sequence of phonics instruction .................... 88
4.2.5 The participants’ perspectives on how phonics should be taught .......................................... 98
4.2.6 The participants’ perspectives on their own understandings about phonics ...................... 114
4.3 The Participants’ Perspectives on the Phonics Teaching Contents of English Textbooks ..................... 119
4.3.1 The participants’ perspectives on the prerequisites for phonics instruction in their English textbooks ................................................... 119
4.3.2 The participants’ perspectives on the phonics teaching sequence in their English textbooks ...... 121
4.3.3 The participants’ perspectives on the how phonics are taught in their English textbooks ............. 122
4.4 The Degree of the Consistency Between Teachers’ Perspectives on Phonics Instruction and the Design of the Phonics Teaching Contents of English Textbooks .... 129
CHAPTER FIVE CONCLUSIONS .......................... 149
5.1 Major Findings ................................ 149
5.1.1 Elementary school English teachers’ perspectives on phonics instruction ............................... 150
5.1.2 Elementary school English teachers’ perspectives on the phonics teaching contents of their English textbooks ................................................... 152
5.1.3 The degree of consistency between elementary school English teachers’ perspectives on phonics instruction and the design of the phonics teaching contents of English textbooks ......................................... 153
5.2 Pedagogical Implications ...................... 154
5.3 Limitations and Suggestions ................... 157
REFERENCES ........................................ 159
Appendix A: First Version of Questionnaire ........ 167
Appendix B: 專家效度評定問卷 ...................... 172
Appendix C: 專家評定建議 .......................... 178
Appendix D: Formal Questionnaire .................. 180
Appendix E: Interview Guide ....................... 185
Appendix F: Results of Parallel Items in the Second Part of the Questionnaire ................................. 186
Appendix G: Results of Parallel Items in the Third Part of the Questionnaire ................................. 189

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