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Play in Teaching Taiwanese Romanization Spelling—A Case of Two Grade 5 Classes From Two Schools
Yu Shu-Fan, & Chen Feng-Ru
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DOI:10.17265/2159-5542/2015.06.002
National Hsinchu University of Education, Hsinchu City, Taiwan
The purpose of this study is to explore the real condition and effects of play teaching on Taiwanese Romanization for Grade 5 students in Ba Dou Area in Keelung, and to investigate the difficulties in the process and solving methods. Play is a motivational tool to encourage and stimulate learning and attention. Based on a case of study, the subjects were a total of 53 students in grade 5 from two different schools, taught by a researcher. Throughout 13 weeks research, the data was collected and analyzed by means of classroom observation, interviewing the students, or reflective journal, surveys of opinions from students and Taiwanese teachers and document analysis based on SPSS. Play in Teaching Taiwanese Romanization Spelling experimental group of consonants, vowels, tones, spelling and overall performance scores were significantly higher than the control group students F(1,50) = 4.46, and 4.95, And 5.86, and 84.77, and 21.85 (p < 0.05). Research findings are summarized as follows: (1) By incorporating play into Taiwanese Romanization Spelling, the researcher found the interaction between the teacher and students, the students’ reaction on Taiwanese Romanization Spelling learning, and the performance to be highly different to normal Taiwanese class; (2) Having play in teaching Taiwanese Romanization Spelling has five significant advantages, both in teaching and learning aspects: a. Promoting the students’ participation in learning Taiwanese Romanization Spelling; b. Increasing interaction between the teacher and students; c. Changing the attitudes in learning and using Taiwanese Romanization Spelling; d. Improving social ability by having play with classmates; and e. Examining learning impacts, and achieving the objective of repeated practice; (3) The researcher encountered and finally solved some difficulties in Taiwanese Romanization Spelling, and many differences between the students from dissimilar classes. Based on the results as above, the suggestions for Taiwanese Romanization Scheme and further study were proposed. Taiwanese is a brand new subject, this research provides mother tongue teachers a new method in teaching to solve the problems they have met and also it is the first research on the purpose to help children learn Taiwanese Romanization Spelling happily and effectively.
Taiwanese Romanization Scheme, action research, play and game
Yu Shu-Fan, & Chen Feng-Ru. (2015). Play in Teaching Taiwanese Romanization Spelling—A Case of Two Grade 5 Classes From Two Schools. Psychology Research, 5(6), 355-371.
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