本研究運用歌曲教學與傳統教學的方法來探討EFL學習者之音素分類和音素拆解的學習效果，研究工具選用英國文化協會(2017)的韻文素材，分別是“We’re going to the zoo”和“Animal house”來類推EFL學習者英語聽力之學習成效差異。本研究採取準實驗設計法，實驗參與者為臺灣高中十一年級的低學習成就者，實驗組共 26名學生、對照組共27名學生。研究目的在探討歌曲教學法與傳統教學法對於EFL學習者的英語敏感度是否有變化。經過三週的密集課程後，透過共40題的選擇題來測試英語學習者的聲韻覺識，尤其是音素分類與音素拆解的能力。本研究之量化工具為測驗問卷，題型設計參考「聲韻覺識評量」(Ehri, Correro, Shanahan, Willows, & Yatvin, 2000, p.2-10）後，由研究者自行編製試題，藉以瞭解EFL學習者之英語聽力學習的表現；質性資料為課後便利貼、課後總感想，以及閒聊資料來做分析。研究結果發現，沉浸於歌曲教學法的學生在後測的音素分類得分高於直接教學法的學生；另一方面，運用傳統教學法的學生在後測的音素拆解的分數顯著高於歌曲教學法的學生。

The present study aims to examine the effectiveness of teaching English as foreign language (EFL) learners’ phoneme categorization and phoneme segmentation through the material of songs and rhymes, using the teaching method of Jazz Chants and the Direct Instruction in English as a Foreign Language classroom. This was a quasi-experimental design, the material lesson is "We're going to the Zoo" and "Animal House" from the British Council (2017) online sources. To achieve this purpose, the participants were chosen from two different eleventh grade’s classes at high school in Taiwan during the winter of 2021. There were 26 underachievers in the experimental group and 27 underachievers in the control group. Simply put, the purpose of this study is to explore whether there might be change on the sensitivity listening comprehension of EFL learners. After three-week intensive courses, a 40-question, multiple-choice test was administered to examine EFL learners’ phonological awareness, especially in phoneme categorization as well as phoneme segmentation. The quantitative tool of the study is the questionnaire, which based on the Phonemic Awareness Assessment (Ehri, Correro, Shanahan, Willows, & Yatvin, 2000, p.2-10). To understand the performance of EFL learners in phonological awareness, the researcher-made the test questions. Qualitative data such as post-it notes, after-class reflections, and gossip records are also analyzed. The results revealed that students who used the jazz chants method scored slightly higher on the post-test of phoneme categorization than those who used direct instruction method. On the other hand, the direct instruction method scored significantly higher on the post-test of phoneme segmentation than those who used jazz chants method.

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