字母拼讀法與K.K.音標在台灣一直廣為使用於英語發音教學而其成效也常被探討，但字母拼讀法與K.K.音標對於高職學生的字彙學習成效，尤其是在口說及書寫方面的成效研究卻相當地匱乏。本研究旨在探討字母拼讀法與K.K.音標在高職英文低成就學生字彙學習方面的成效，特別是在口說及書寫的部分，並進一步探討字母拼讀法與K.K.音標對這些學生在英文字彙及英文學習的感受及態度的影響。
本研究基於立意取樣之原則，以位於苗栗市的一所高職之六個班級重補修班級中的六十三位學生為受試樣本。這六十三學生被隨機分配為實驗組(三十一位)及對照組(三十二位)，兩組學生均於二○一四年七月接受十二堂課(每堂五十分鐘)的發音教學課程。實驗組的學生接受字母拼讀法及K.K.音標之教學而控制組的學生則接受K.K.音標之教學。本實驗研究的資料來源包括受試者的前、後測成績及實驗前、後問卷結果並以描述性統計、單因子共變數分析及相依樣本t檢定等統計工具予以分析。
本研究的發現如下:
一、經過實驗教學後，字母拼讀法加K.K.音標對高職英文低成就學生字彙口說及書寫方面的學習成效和K.K.音標相較之下，無顯著差異。
二、 經過實驗教學後，字母拼讀法加K.K.音標與K.K.音標對高職英文低成就學生在字彙的學習與英文學習的感受和態度上均有正面影響。
三、 高職英文低成就學生對於字母拼讀法加K.K.音標與K.K.音標的課程均抱持
正面而肯定的態度。
根據研究的結果與討論，作者於本文最後提供實務教學上及未來研究的建議。
關鍵詞: K.K.音標、字母拼讀法、字彙學習、高職

While the effects of phonics and K.K. phonetic symbols have long been extensively probed and discussed; however, their effects on Vocational High School (VHS) students’ vocabulary learning, particularly in spoken and written forms, are relatively rare. The aim of this thesis is to investigate the effects of phonics and K.K. phonetic symbols on VHS EFL low-achievers’ vocabulary learning, particularly the effects on their spoken and written vocabulary as well as their perception of and attitude toward the integration of phonic and K.K. phonetic symbols.
The study was conducted at a VHS in Miaoli City, Taiwan and 63 students from six remedial classes were selected based on purposive sampling. Being separated into two groups randomly, the experimental group and the control group, all subjects attended the twelve-period (50 minutes each) pronunciation program in July, 2014. While 31 subjects in the experimental group were instructed in the integration of phonics and K.K. phonetic symbols, 32 in the control group were taught K.K. phonetic symbols. Data in the study included subjects’ scores in pre- and post- tests and responses in pre- and post- questionnaires. Three statistical methods, one-way ANCOVA, descriptive statistics, and paired sample t-test were utilized
The major findings of the experimental study are : (a) the effects of the integration of phonics and K.K. phonetic symbols on VHS EFL low-achievers’
spoken and written English vocabulary are not significantly different from the instruction of K.K. phonetic symbols; (b) both phonic plus K.K. phonetic symbols and K.K. phonetic symbols have a positive effect on VHS EFL low-achievers’ perception of and attitude toward vocabulary learning in terms of spoken and written forms as well as English learning; and (c) VHS EFL low-achievers show an affirmative perception of and attitude toward the integration of phonics plus K.K. phonetic symbols and K.K. phonetic symbols instruction. On the basis of the findings of the research, the author proposes some pedagogical implications and suggestions for further studies at the end of the present study.
Keywords: K.K. Phonetic Symbols, Phonics, Vocabulary Learning, Vocational High School

CHAPTER ONE: INTRODUCTION 1
Research Background 1
Motivation 4
Purpose 8
Research Questions 8
Significance of the Study 9
Definition of Key Terms 10
CHAPTER TWO: LITERATURE REVIEW 13
Vocational High School Students’ English Learning 15
Vocabulary Learning and Language Acquisition 18
Pronunciation in English Learning and Teaching 22
Phonics Instruction and Learning 25
K. K. Phonetic Symbols and Vocabulary Learning 29
Previous and Current Uses of Phonics and K.K. Phonetic Symbols in Taiwan 30
CHAPTER THREE: METHODOLOGY 42
Research Setting and Participants 44
Data Collection Strategies 46
Research Procedures 51
Date Analysis 54
CHAPTER FOUR: RESULTS and DISCUSSION 55
Participants’ Overall Performance 55
Participants’ Responses in Overall Questionnaires 59
Open-Ended Question in the Post-Questionnaire 68
Discussion 69
CHAPTER FIVE: CONCLUSIONS 78
Summary of Major Findings 78
Limitations of the Study 79
Pedagogical Implications 80
Suggestions for Further Studies 81
REFERENCES 83
APPENDICES 94
Appendix A: Lesson Plan for Students in the Experimental Group 94
Appendix B: Lesson Plan for Students in the Control Group
97
Appendix C: High-Frequency Vocabulary from TVE Joint College Entrance Examination 100
Appendix D: Pretest 103
Appendix E: Posttest 104
Appendix F: Pre-Questionnaire in Chinese 105
Appendix G: Pre-Questionnaire in English 107
Appendix H: Post-Questionnaire in Chinese 110
Appendix I : Post-Questionnaire in English 112
Appendix J: Verbatim Account of the Open-Ended Question in Chinese 115
Appendix K: Verbatim Account of the Open-Ended Question in English 119
Appendix L: Frequencies and Percentages of all Subjects’ Responses to
Each Item after the Treatment 123
Appendix M: Frequencies and Percentages of Subjects’ Responses to Each Item after the Treatment in the Experimental Group 125
Appendix N: Frequencies and Percentages of Subjects’ Responses to
Each Item after the Treatment in the Control Group 127
Appendix O: Frequencies and Percentages of Subjects’ learning Experience 129

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