這個研究最主要的探討是把音韻覺識課程融入小學閩南語拼音能力的教學研究。研究對象是臺中市某國小的五年級和六年級的學生。研究時以閩南語問卷和國語英語兩科的成績進行配對。配對人數五年級有對照組和實驗組各39人；六年級有對照組和實驗組各34人；計有五年級78人，六年級68人，共計146人參與實驗。

在實驗教學的前後，分別實施100題聽寫測驗的前測與後測，實驗組的操弄變項是實施將「音韻覺識」課程融入於一般教學中；研究目的是要證明「音韻覺識」課程是否可以提升國小閩南語拼音教學的成效。

本研究的的主要發現有三，分述如下：
一、由參與本實驗的實驗組學生的前後測分數差異中得知，音韻覺識的PA教學
活動可以有效提升學生的臺語羅馬拼音。

二、以音韻覺識概念為理論基礎的拼音教學課程，可以有效的幫助兒童區辨語
音、糾正發音，並且能有效的提升學生對語音、語意的理解，進而提升學
生學習語言的能力。

三、從問卷中，可以看出學生對學習閩南語的興趣提高，這個結果有助學習臺
語羅馬拼音，對於學習閩南語也會更有利。

The written systems Chinese languages adopt are so called logographic. The logographic form of each word reveals precisely few phonetic cues to the learners. Therefore, in order to pronounce the written form correctly, some alphabetical medium was suggested to be taught to the language learners as a transition means, in order to help the learners generalize letter-sound knowledge to read new words.
In this study, we tried to improve the learners’ spelling skills of Taiwanese alphabets with phonological awareness training, by way of making the Taiwanese learners more sensitive to the structure of the syllable. A 10-week phonological awareness training program was designed and taught to 10 classes, about 300 students in total. The 10 classes received the PA training for 10 minutes, provided with games, in the 40-min Taiwanese course each week. The other 10 classes, about 300 learners also, as a control group, received a 40-min Taiwanese instruction taught by the same instructor each week, except the phonological awareness training session.
Among the 20 classes, 39 pairs of 5th graders and 34 pairs of 6th graders was matched with their language use habits in daily lives, as well as their language achievements (Mandarin and English) in the former semester, and then their learning effects in spelling were compared. Their spelling skills of Taiwanese were assessed before and after the training session. The results showed that, given the same spelling instruction, the students who were relatively sophisticated phonologically can have better learning effect when compared to the paired control subjects. Besides, the results of the questionnaire showed the training group have more positive responses to the alphabetical spelling instruction and to learning the target language, Taiwanese.

Key words: phonological awareness, Taiwanese, spelling, alphabets

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