中文摘要
本論文主要就字母拼讀法與音標在教學上的使用價值進行研究。希望藉徹底研究探討，能在臺灣英語發音教學上提供更周延深廣的看法，協助英語教學界對相關問題獲得客觀且完整的瞭解。主要研究目標為：
一、瞭解字母拼讀法於英語教學上的功能。
二、瞭解音標於英語教學上的功能。
三、瞭解字母拼讀法在台灣英語教學上的使用情形。
四、瞭解音標在台灣英語教學上的使用情形。
五、研究字母拼讀法與音標兩者在台灣英語教學相互關係。
研究發現得知：
一、字母拼讀法原為英語母語人士認字閱讀之方法之一，旨在提供字母與發音之間的對應關係，使閱讀者能見字讀音，從而識字閱讀。
二、音標原為語音學者研究紀錄語音之符號。而於英語教學上旨在提供一套符號系統，紀錄文字發音，供語言學習者辨認語音之用，是學習發音的方法之一。
三、字母拼讀法早已在台灣早期教科書存在已久，惟因未有完整且系統的教授使用，未受重視，故令國人於近年來接觸字母拼讀法時誤以為是一套新式教學方法，同時也產生許多極端看法，或熱烈支持奉為圭臬，或激烈反彈視為窒礙難行。
四、音標在台灣英語教學行之有年且受到相當重視依賴，教學使用、教科書編寫、考試測驗、字典查詢，皆有音標之使用。教師令學生藉由音標拼讀發音，是發音教學常用方法之一，但隨著電子字典、學習應用媒體的普及，學習者對音標的依賴也逐漸減少。
五、字母拼讀法與音標皆為學習英語發音時的有利工具，其本身並無孰優孰劣之分，兩者於英語教學上應以其長處互補不足，對英語教學皆有其不可忽視之功用。字母拼讀法提供字母與發音的關係，學習者可由拼字得出單字發音，不必依賴一套標音系統，但字母拼讀並非全然可行，許多不規則拼法的字或一個字母多種發音，一個發音有多種字母拼法的現象等都使字母拼讀法力所不逮。音標以其一符號對一音的標音功能使外語學習者在無規則可循之情況中，多了另一項助力，可藉由音標讀出字音。然而，如完全依賴音標，學生必須同時學習字母與音標兩套符號，易增加初學者的負擔及困擾，是一明顯的缺點。
英語發音最好能從直接學習模仿而得，字母拼讀法與音標應是學習或教授英語發音時的輔助方法，不應捨本逐末，忽略英語本身之學習。字母拼讀法宜在學生學得若干基本字彙後再行介紹，藉已習得之字彙認識練習字母拼讀法，而音標更得待學生已有較深之英語基礎再行教授，時間宜晚於字母拼讀法。音標與字母拼讀法可合而介紹，於建立學生字母與發音之關係時可呈現音標，令學生在建立字母與發音之關係後亦能熟悉音標符號。
本論文由文獻理論探討及訪查實際應用教學情形釐清字母拼讀法及音標在英語教學之真正功用，並使臺灣英語教學從業人員能重新思考發音教學之過去與未來；主要結論認為，發音教學應以語言本身語音之學習模仿為主，透過不斷的口說耳聽練習接觸才是主要方法，而字母拼讀法及音標均應被定位為輔助教學工具或方法，可以適時發揮輔助學習的效果。

ABSTRACT
The present study investigates the functions and application of phonics and phonetic symbols in English learning and teaching. By doing the research, the author aims to offer a more complete investigation of these two methods and provide a chance to rethink about the teaching of pronunciation in Taiwan. The main purposes of this thesis are:
1. To understand the function of phonics in English learning and teaching.
2. To understand the function of phonetic symbols in English learning and teaching.
3. To understand the application of phonics in English learning and teaching in Taiwan.
4. To understand the application of phonetic symbols in English learning and teaching in Taiwan.
5. To study the relationship between phonics and phonetic symbols in English learning and teaching in Taiwan.
Results of the present study exhibited that
1. Phonics is one of the word recognition methods used in English speaking countries, which provides the relationship between letters and sounds and help readers recognize words in their reading process.
2. Phonetic symbols are symbols used by phoneticians to transcribe sounds. In English learning and teaching, phonetic symbols are also used to record the sounds of words and help foreign language learners tell word pronunciation.
3. Phonics was once introduced in the English textbooks in Taiwan but failed to be instructed systematically and continuously. In the past decades, phonics was not used any more. In recent years, phonics is taken as a new method in English teaching in Taiwan and has aroused a dichotomy of opinions. Many people either evaluate phonics too much or too little.
4. Phonetic symbols have been used in pronunciation teaching in Taiwan for decades. In textbooks, tests, and dictionaries, language learners tell the pronunciation of English words with the aids of phonetic symbols. Phonetic symbols are one of the methods used for pronunciation teaching and learning. However, as the invention of electronic dictionary and multimedia, language learners gradually become less dependent on phonetic symbols when trying to learn the word pronunciation.
5. Phonics and phonetic symbols are both useful tools in learning English. It is of no significance to judge which one is better. Phonics and phonetic symbols can work together to complement each other in pronunciation teaching. Phonics provides the relationship between letters and sounds through which learners can tell word pronunciation directly. However, the irregularity and inconsistency in English orthography make phonics ineffective in predicting the pronunciation of some English words and learners easily make spelling pronunciation. Phonetic symbols help EFL learners tell word pronunciation by providing a one symbol one sound relationship. However, EFL learners in the learning process of phonetic symbols easily feel confused and bored after learning so many symbols and sounds. The relationship between phonics and phonetic symbols should be cooperative. Phonetic symbols can be presented when letter-sound relationship is introduced; letter-sound relationship can be reinforced when phonetic symbols are taught.
Phonics and phonetic symbols are only two assisting tools or methods in pronunciation teaching; the main teaching and learning method of English word pronunciation is through direct imitation and oral practice. It is the sound that we should emphasize in pronunciation teaching; the acquisition of phonics or phonetic symbols should always be treated as two assisting methods. Besides, the introduction of phonics and phonetic symbols should be started after students have acquired some basic words. The presentation of phonics should be prior to that of phonetic symbols.
The present study is a case study in which the author explores the functions and application of phonics and phonetic symbols from doing theoretical study and collecting practical experience. This thesis is intended to give researchers and practitioners a chance to rethink about pronunciation teaching from a new angle. Finally, the author wants to emphasize that the acquisition and teaching of pronunciation should always start and end with sounds, not symbols or letters.

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