The Contribution of Morphological and Phonological Awareness in Reading Comprehension by Korean Young Learners of English
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The current study investigated the roles of morphological awareness (Carlisle, 1995) and phonological awareness (Ziegler & Goswami, 2005) in Korean young learners' second language reading comprehension (Jeon, 2011). This study included 117 Korean university students who took morphological awareness (i.e., sentence analogy task), phonological awareness (i.e., rhyme oddity task), and L2 reading comprehension tests. Morphological awareness had a considerable effect on pseudoword reading and reading comprehension tasks, while single word reading did not explain a meaningful contribution. Findings showed that morphological awareness helps Korean young English learners' reading comprehension more than phonological awareness.
Abstract
The current study investigated the roles of morphological awareness (Carlisle, 1995) and phonological awareness (Ziegler & Goswami, 2005) in Korean young learners' second language reading comprehension (Jeon, 2011). This study included 117 Korean university students who took morphological awareness (i.e., sentence analogy task), phonological awareness (i.e., rhyme oddity task), and L2 reading comprehension tests. Morphological awareness had a considerable effect on pseudoword reading and reading comprehension tasks, while single word reading did not explain a meaningful contribution. Findings showed that morphological awareness helps Korean young English learners' reading comprehension more than phonological awareness.
참고문헌 (42)
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