Impact of Phonics Instruction Application on Phonemic Awareness within Vocabulary and Reading Abilities of Elementary School English Teaching
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
This study investigated whether phonemic awareness within vocabulary and reading abilities changed after phonics instruction. Pre-test, treatment of phonics instruction, and post-test were implemented to measure the impact of phonics instruction on English teaching in an elementary school. Fifty Chinese students who performed little English proficiency at the beginning of second grade participated in this study. This study, conducted as a pilot-study before a main one investigating two groups of experimental group and control group, had a quantitative experiment design for a group of fifty students exploring Pre-test and Post-test effects of two different conditions: phonemic awareness within vocabulary and reading abilities, respectively. SPSS 19.0 was employed in quantitative data analysis. Overall, it was proved in this pilot-study that the EFL learners who experienced phonics instruction class had more meaningful improvement and higher average scores on their vocabulary and reading abilities. From the test results and the interviews with the students and their parents, it is indicated that the EFL learners’ phonemic awareness within reading and vocabulary abilities has been increased. At pre-test, no students performed well in 1) reading short passages as a test of authentic word pronunciation and phonemic awareness in distinguishing words within monograms and 2) oral English test examining English conversation and also vocabulary recognition. At post-test, the average scores of the students with phonics instruction class were improved meaningfully by around 10% in the two different individual conditions (reading and vocabulary abilities) that the ones in the Pre-test. Implications in this study are that phonics instruction would be needed for increasing phonemic awareness as well as the significance of phonics instruction in English language teaching. (270 words)
Abstract
This study investigated whether phonemic awareness within vocabulary and reading abilities changed after phonics instruction. Pre-test, treatment of phonics instruction, and post-test were implemented to measure the impact of phonics instruction on English teaching in an elementary school. Fifty Chinese students who performed little English proficiency at the beginning of second grade participated in this study. This study, conducted as a pilot-study before a main one investigating two groups of experimental group and control group, had a quantitative experiment design for a group of fifty students exploring Pre-test and Post-test effects of two different conditions: phonemic awareness within vocabulary and reading abilities, respectively. SPSS 19.0 was employed in quantitative data analysis. Overall, it was proved in this pilot-study that the EFL learners who experienced phonics instruction class had more meaningful improvement and higher average scores on their vocabulary and reading abilities. From the test results and the interviews with the students and their parents, it is indicated that the EFL learners’ phonemic awareness within reading and vocabulary abilities has been increased. At pre-test, no students performed well in 1) reading short passages as a test of authentic word pronunciation and phonemic awareness in distinguishing words within monograms and 2) oral English test examining English conversation and also vocabulary recognition. At post-test, the average scores of the students with phonics instruction class were improved meaningfully by around 10% in the two different individual conditions (reading and vocabulary abilities) that the ones in the Pre-test. Implications in this study are that phonics instruction would be needed for increasing phonemic awareness as well as the significance of phonics instruction in English language teaching. (270 words)
참고문헌 (31)
- Gimson, A. C., "An Introduction to the Pronunciation of English" (1980), University College London
- Adams, M. J., "Beginning to read: Thinking and learning about print" (1990), MIT Press
- Ault, L., "The effect of phonics instruction on oral reading fluency in a fourth-grade intervention classroom", The Faculty of the College of Education and Human Services, pp.2011
- , 1990
- Bowers, P. B., "Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia", Reading and Writing, 5, pp.69~85 (1993)[DOI]
- Bowers, P. G., "Tracing symbol naming speed’s unique contributions to reading disabilities over time", Reading and Writing : An Interdisciplinary Journal, 7, pp.189~216 (1995)[DOI]
- Bradley, D., "Categorizing sounds and learning to read – A causal connection", Nature, 301, pp.419~421 (1983)[DOI]
- Bryant, P. E., "Rhyme, language, and children’s reading", Applied Psycholinguistics, 11, pp.237~252 (1990)[DOI]
- Chomsky, N., "Reflections on Language" (1975), Pantheon Books
- Cronins, V., "Phonological sensitivity, rapid naming, and beginning reading", Applied Psycholinguistics, 19, pp.446~462 (1998)[DOI]
- Downing, J., "Psychology of reading" (1982), Macmillan
- Downing, J., "The child’s conception of “a word”", Reading Research Quarterly, 4, pp.568~582 (1974)[DOI]
- Ellis, R., "Measuring Implicit and Explicit Knowledge of a Second Language : A Psychometric Study", Studies in Second Language Acquisition, 27, pp.141~172 (2005)[DOI]
- Ehri, L. C., "Word recognition in beginning reading", pp.3~40 (1998), Erlbaum
- Goswami, U., "Phonological skills and learning to read" (1990), Lawrence Erlbaum
- Bahns, J., "Consultant Not initiator: The Role of The Applied SLA Researcher", 23rd International IATEFL Conference (1989)
- Lafrance, A., "A longitudinal study of phonological processing skills and reading in bilingual children", Applied Psycholinguistics, 26, pp.559~578 (2005)[DOI]
- Yang, L., "The Differences between ESL and EFL and the inspiration to the reformation of China’s education", Foreign Language Department, pp.2010
- Lizzy, L., "The research on phonics instruction of English words teaching in the primary school", Foreign Language Department, pp.2006
- MacLean, M., "Rhymes, nursery rhymes, and reading in early childhood", Merrill-Palmer Quarterly, 33, pp.255~282 (1987)
- Mann, V., "Reading skill and language skill", Developmental Review, 4, pp.1~15 (1984)[DOI]
- Martínez, A., "Explicit and differentiated phonics instruction as a tool to improve literacy skills for children learning English as a foreign language", GIST Education and Learning Research Journal, 5, pp.1~5 (2011)
- Podhajski, B., "Promoting early literacy through professional development for childcare providers", Early Education and Development Journal, 16, pp.23~41 (2005)[DOI]
- Rokhayati, A., "Promoting total physical response (TPR) for young learners in English class", The 2nd TEYLIN International Conference Proceeding, pp.75~80 (2017)
- Saskia de Graaff, "Benefits of Systematic Phonics Instruction", Scientific Studies of Reading, 13(4), pp.318~333 (2009), Informa UK Limited[DOI]
- Snow, C., "Preventing reading difficulties in young children" (1998), National Academy Press
- Stanovich, K. E., "Reading acquisition", pp.307~342 (1992), Erlbaum
- Stanovich, K. E., "The phenotype performance profile of reading disabled children : A regression-based test of the phonological core variable-difference model", Journal of Educational Psychology, 86, pp.24~53 (1994)[DOI]
- Vellutino, F. R., "Handbook of research on early literacy", pp.295~321 (2001), Guilford Press
- Wagner, R. K., "Does phonological awareness training really work? A meta-analysis", Paper presented at the annual meeting of the American Educational Research Association (1993)
- Walter, N., "The effects of intervention in phonemic awareness on the reading achievement of English Language learners in kindergarten", Doctor, pp.2010