運用環境文字實施國小二年級學童後設語言覺知教學

Teaching Metalinguistic Awareness with Environmental Print to Grade 2 Students

本研究旨在探討運用環境文字實施後設語言覺知教學對臺灣國小二年級學童學習成效為何。研究設計採不等組前後測準實驗研究法，以中部某國小二年級學童兩班為對象，實驗組運用環境文字實施後設語言覺知教學，控制組進行一般國語文教學。兩組在實驗處理前、後分別接受後設語言覺知測驗，實驗組在實驗教學結束後填寫學習反應回饋表。歸納研究結果與發現得出結論為：一、實驗教學後，實驗組與控制組學童在後設語言覺知後測整體表現有顯著的差異，實驗組優於控制組；二、實驗教學後，實驗組與控制組學童在語法覺知分測驗後測有顯著的差異，實驗組優於控制組；三、實驗組學童對運用環境文字實施後設語言覺知教學有正面的學習反應。根據研究結論，本文提出未來教學與研究之建議。

This study explores the effectiveness of metalinguistic awareness instruction with environmental print for Grade 2 students in Taiwan. Adopting a nonequivalent pretest-posttest quasi-experimental design, this study developed an 8-week metalinguistic awareness teaching and implemented it in a public elementary school in central Taiwan. The participates were two integrated classes of Grade 2 students where the experimental group received metalinguistic awareness instruction with environmental print and the control group received regular Chinese language arts instruction. A metalinguistic awareness test was administered to both groups before and after the experimental treatment, and the experimental group also completed a learning response survey after the teaching. Findings and conclusions include: 1. after the teaching innovation, there were significant differences in performance on the metalinguistic awareness post-test between the two groups; 2. after the teaching innovation, there were significant differences in performance on the syntactic awareness subtest post-test between the two groups; 3. students in the experimental group expressed positive responses to the teaching innovation. Last, based on the findings and conclusions, suggestions and implications for teaching and future research are provided.