English L2 Spelling Errors Phonologically Absent in L1 but Present in L2
2
조회
0
다운로드
2
인용
0
참고문헌
키워드
초록
This study examined English L2 spellings among Korean L1 learners of English. Two groups of 3rdgraders, Korean L1 English learners (N=36) and native English speakers (N=30), performed a pseudoword spelling task ,in which they listened to an audio recording of pseudowords and dictated what they heard. The task material targeting phonological difference consists of two types of pseudowords: the consonants that exist in both English and in Korean (congruent type) and the consonants that do not exist in Korean but exist English (incongruent type).Data were tested with an experiment with a 2x2 factorial design with “group” and “word type” as independent variables. The results support the prediction that Korean L1 learners of English would have difficulty in spelling pseudowords containing phonemes which do not exist in Korean but are present in English phonology. Pedagogical implications regarding English L2 spellings are addressed.
Abstract
This study examined English L2 spellings among Korean L1 learners of English. Two groups of 3rdgraders, Korean L1 English learners (N=36) and native English speakers (N=30), performed a pseudoword spelling task ,in which they listened to an audio recording of pseudowords and dictated what they heard. The task material targeting phonological difference consists of two types of pseudowords: the consonants that exist in both English and in Korean (congruent type) and the consonants that do not exist in Korean but exist English (incongruent type).Data were tested with an experiment with a 2x2 factorial design with “group” and “word type” as independent variables. The results support the prediction that Korean L1 learners of English would have difficulty in spelling pseudowords containing phonemes which do not exist in Korean but are present in English phonology. Pedagogical implications regarding English L2 spellings are addressed.
참고문헌 (19)
- Bear, D., "Explorations in Developmental Spelling:Foundations for Learning and Teaching Phonics, Spelling, and Vocabulary", The Reading Teacher, 52(3), pp.222~242 (1998)
- Bebout, L., "An Error Analysis of Misspellings Made by Learners of English As a First and As a Second Language", Journal of Psycholinguistic Research, 14, pp.569~593 (1985)
- Cook, V., "L2 Users and English Spelling", Journal of Multilingual and Multicultural Development, 18(6), pp.474~489 (1997)
- Ehri, L., "The Development of Spelling Knowledge and Its Role in Reading Acquisition and Reading Disability", Journal of Learning Disabilities, 22(6), pp.356~365 (1989)
- Ehri, L., "The Development of Reading and Spelling in Children: An Overview, In Dyslexia: Integrating Theory and Practice", pp.63~79 (1991), Whurr Publishers
- Ehri, L., "ing to Read and Learning to Spell: Two Sides of a Coin", Topics in Language Disorder, 20(3), pp.19~36 (2000)
- Fashola, O., "Cognitive Theory of Orthographic Transitioning: Predictable Errors in How Spanish-Speaking Children Spell English Words", American Educational Research Journal, 33, pp.825~843 (1996)
- Ibrahim, M., "Patterns in Spelling Errors", English Language TeachingJournal, 32, pp.207~212 (1978)
- Kessler, B., "Syllable Structure and the Distribution of Phonemes in English Syllables", Journal of Memory and Cognition, 37, pp.295~311 (1997)
- Mann, V., "Phonological Awareness and Verbal Short-Term Memory", Journal of Learning Disabilities, 17(10), pp.592~599 (1984)
- "Ministry of Education", 1997
- English Education Policies in Elementary Schools, "Ministry of Education and Science and Technology", Ministry of Education and Science and Technology, ~ (2008)
- Snow, C., "Preventing Reading Difficulties in Young Children" (1998), National Academy Press
- Sun-Alperin, M, "Spanish-Speaking Children’s Spelling Errors with English Vowel Sounds that Are Represented by Different Graphemes in English and Spanish Words", Contemporary Educational Psychology, 33, pp.932~948 (2008)
- Treiman, R., "Why Spelling? The Benefits of Incorporating Spelling into Beginning Reading Instruction, In Word Recognition in Beginning Literacy" (1998), Lawrence Erlbaum Associates Publishers
- Treiman, R., "Children’s Use ofPhoneme-Grapheme Correspondences in Spelling: Roles of Position andStress", Journal of Educational Psychology, 85(3), pp.466~477 (1993)
- Wang, M., "Spelling Acquisition of Novel English Phonemes in Chinese Children", Reading and Writing, 16(4), pp.325~348 (2003)
- Wang, M., "Spelling Performance of Chinese Children Using English As aSecond Language: Lexical and Visual-Orthographic Processes", Applied Psycholinguistics, 24(1), pp.1~25 (2003)
- Woodcock. R, "Woodcock Reading Mastery Tests-Revised" (1987), American Guidance Service