1.  2.6 The Correlation between the Oral and Written Tests Test FormatsCorrelation (r) Oral Pre-test vs. Written Test.862** Oral Post-test vs. Written Test.974** Summary of the Correlation Coefficients between the Oral Tests and the Written Test (r=.862**, p<.01) (r=.974**, p<.01) **Correlation is significant at the o.o1 level (2-tailed) Table 10 Students’ “decoding” (speaking) abilities were closely related to their “encoding” (spelling) abilities

2.  1. Gender 2. Learning Period 3. Country (teacher) IPG 4. Oral 5. Oral & Written  4

3. 3.1 The Effects of Genders on the Oral and Written Tests Written Test No Oral Post-test Oral Pre-test Genders had no significant effect on subjects’ performance ( p >.05)

4. 3.2 The Effects of Learning Periods on the Oral and Written Tests Comparison of the Scores of the Oral Pre-test among Students with Different English-learning periods No Table 14

5. Comparison of the Scores of the Oral Post-test among Students with Different English-learning periods No 3.2 The Effects of Learning Periods on the Oral and Written Tests Table 15

6. 3.2 The Effects of Learning Periods on the Oral and Written Tests Comparison of the Scores of the Written-test among Students with Different English-learning periods No Table 16

7. 3.3 The Effects of Phonics Teachers’ Nationality on the Oral and Written Tests Comparison of the Scores of the Oral Pre-test among Students’ Phonics Teachers from Different Countries No Table 17

8. 3.3 The Effects of Phonics Teachers’ Nationality on the Oral and Written Tests Comparison of the Scores of the Oral Post-test among Students’ Phonics Teachers from Different Countries No Table 18

9. 3.3 The Effects of Phonics Teachers’ Nationality on the Oral and Written Tests Comparison of the Scores of the written among Students’ Phonics Teachers from Different Countries No Table 19

10. 3.4 A Comparison of the Oral Pre- and Post-tests Scores Comparison of the Accuracy Frequency of the Stressed Vowels of the Multi-syllabic Items in the Oral Pre- and Post-tests No Note. The highest frequency=29. Table 20

11. 3.5 Relationship Between the Oral and Written Tests Summary of the Correlation Coefficients between the Oral Tests and the Written Test No *. p<.0 5 Table 21

12.  1)The factors in the subjects’ background information had no significant effect on their oral and written test scores in the IPG. 2)The students in the IPG had no clear concept of stress. 3)A significant correlation was only found between the oral post-test and the written test in the IPG.

13.  1. Gender 2. Learning Period 3. Country (teacher) HPG 4. Oral  5. Oral & Written  4

14. 4.1 The Effects of Genders on the Oral and Written Tests Written Test Oral Post-test Oral Pre-test No

15. 4.2 The Effects of Learning Periods on the Oral and Written Tests Comparison of the Scores of the Oral Pre-test among Students with Different English-learning periods No Table 25

16. Comparison of the Scores of the Oral Post-test among Students with Different English-learning periods 4.2 The Effects of Learning Periods on the Oral and Written Tests No Table 26

17. 4.2 The Effects of Learning Periods on the Oral and Written Tests Comparison of the Scores of the Written-test among Students with Different English-learning periods No Table 27

18. 4.3 The Effects of Phonics Teachers’ Nationality on the Oral and Written Tests Comparison of the Scores of the Oral Pre-test among Students’ Phonics Teachers from Different Countries No Table 28

19. 4.3 The Effects of Phonics Teachers’ Nationality on the Oral and Written Tests Comparison of the Scores of the Oral Post-test among Students’ Phonics Teachers from Different Countries No Table 29

20. 4.3 The Effects of Phonics Teachers’ Nationality on the Oral and Written Tests Comparison of the Scores of the written among Students’ Phonics Teachers from Different Countries No Table 30

21. 4.4 A Comparison of the Oral Pre- and Post-tests Scores Comparison of the Accuracy Frequency of the Stressed Vowels of the Multi-syllabic Items in the Oral Pre- and Post-tests Note. The highest frequency=15. Table 31

22. 4.5 Relationship Between the Oral and Written Tests Summary of the Correlation Coefficients between the Oral Tests and the Written Test *. p<.05 Table 32

23.  1)The factors in the subjects’ background information had no significant effect on their oral and written test scores in the HPG. 2)The students in the HPG had some concept of stress and syllable division. 3)Subjects’ decoding abilities are associated with their encoding abilities. 4)Learners could decode or encode unfamiliar words through prediction depended on their linguistic competence and their understanding of the letter-sound correspondence.

24.  1. Gender 2. Learning Period 3. Country (teacher) LPG 4. Oral 5. Oral & Written  4

25. 5.1 The Effects of Genders on the Oral and Written Tests Written Test Oral Post-test Oral Post-test No

26. 5.2 The Effects of Learning Periods on the Oral and Written Tests Comparison of the Scores of the Oral Pre-test among Students with Different English-learning periods No Table 36

27. Comparison of the Scores of the Oral Post-test among Students with Different English-learning periods 5.2 The Effects of Learning Periods on the Oral and Written Tests No Table 37

28. 5.2 The Effects of Learning Periods on the Oral and Written Tests Comparison of the Scores of the Written-test among Students with Different English-learning periods No Table 38

29. 5.3 The Effects of Phonics Teachers’ Nationality on the Oral and Written Tests Comparison of the Scores of the Oral Pre-test among Students’ Phonics Teachers from Different Countries No Table 39

30. 5.3 The Effects of Phonics Teachers’ Nationality on the Oral and Written Tests Comparison of the Scores of the Oral Post-test among Students’ Phonics Teachers from Different Countries No Table 40

31. 5.3 The Effects of Phonics Teachers’ Nationality on the Oral and Written Tests Comparison of the Scores of the written among Students’ Phonics Teachers from Different Countries No Table 41

32. 5.4 A Comparison of the Oral Pre- and Post-tests Scores Comparison of the Accuracy Frequency of the Stressed Vowels of the Multi-syllabic Items in the Oral Pre- and Post-tests Note. The highest frequency=16. No Table 42

33. 5.5 Relationship Between the Oral and Written Tests Summary of the Correlation Coefficients between the Oral Tests and the Written Test *. p<.05 No Table 43