在字彙學習的文獻中，雖然文字輔助對於字彙學習的成效已經被廣泛的研究，但文字符碼對應關係對於英文聽力字彙學習之成效仍鮮有文獻探討。深文字組字語言，例如英文，由於其低文字符碼對應關係，已被證實對於語言學習者之認字發展有延緩作用。而此種符碼對應關係也可能同樣對字彙學習產生負向的影響，為了探討上述議題，此份研究比較兩組幼稚園學童在接受phonics教學法(低符碼對應關係)與KK教學法(高符碼對應關係)後的字彙習得表現。此實驗之預期結果為，接受KK教學法之幼稚園學童之表現將會優於與接受phonics教學法之學童，主要由於低文字符碼關係的英文字母將會對孩童產生混淆作用，而文字符碼對應度高的KK將會幫助孩童定位新語言裡不熟悉的聲音並進一步幫助其字彙學習。此實驗中，四十位幼稚園孩童接受為期十二週的訓練，並接受前、中、後測的聽力字彙學習測驗。實驗結果發現，接受phonics教學法之學童在前、中、後測聽力字彙學習測驗表現皆有顯著的退步表現。而雖然接受KK教學法之學童無顯著進步表現，但有正向成長之趨勢，而此結果的發現可能是由於KK組之學童訓練時間之不足。本實驗結果顯示並支持研究預測，文字符碼對應度高的KK將幫助字彙學習，而文字符碼對應度低的英文字母將會阻礙字彙學習。作者將對於相關的理論與教學實務在文中進一步探討。

Despite the well-documented orthographical facilitation effect on word learning in the literature, discussion of orthographic consistency effect on word learning is limited. Since orthographically deep languages such as English has been shown to delay their learners' literacy acquisition due to poorer grapheme-phoneme correspondence (GPC), such orthographic consistency may also play a part, though negatively, in writing systems' facilitation on word learning. The present study compared the word learning performance of EFL kindergarteners taught to read by either phonics (focusing on the English alphabet, which is poor in GPC) or KK phonetic symbols, which enjoys a perfect GPC. It was predicted that, while the inconsistency of the English alphabet could confuse the EFL learners, hence negatively impact their word learning performance, the perfect GPC of KK could help anchor fleeting sounds of the new language, hence demonstrating orthographic facilitation. Forty kindergarteners received a twelve-week training of either phonics or KK system and were tested three times, prior, during, and after the training, for their auditory word learning. The results showed the predicted pattern for the phonics group: phonics-trained learners got worse in word learning from pretest to mid-test and from mid-test to posttest. There was no significant improvement for the KK group, but there was an upward trend, and the lack of significant increase was interpreted to result from insufficient training time for a new system that demanded extra learning burden. The results were consistent with the prediction that consistent orthography should assist participants’ word learning, and inconsistent alphabets would impede the word learning. Further discussions of the theoretical and pedagogical implications are discussed.

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