The Effects of Sub-syllabic Phonological Awareness on Korean Elementary EFL Students’ Word Reading

The English Teachers Association in Korea Pub Date : 2023-03-31 DOI:10.35828/etak.2023.29.1.41

M. Lee

{"title":"The Effects of Sub-syllabic Phonological Awareness on Korean Elementary EFL Students’ Word Reading","authors":"M. Lee","doi":"10.35828/etak.2023.29.1.41","DOIUrl":null,"url":null,"abstract":"This study investigated Phonological Awareness (PA) which is considered an important prerequisite for literacy acquisition. For this purpose, this study explored the contribution of phoneme awareness, rhyme awareness, and letter name knowledge to English word reading. The participants were thirty Korean EFL third-grade elementary students who were initiating their English learning. The results indicated that the EFL elementary students’ overall English PA predicted their English word reading. Also, the students were more accurate with phoneme awareness than rhyme awareness and phoneme awareness played a more important role than rhyme awareness and letter name knowledge in word reading. Phoneme awareness predicted word reading more than rhyme awareness for EFL elementary students. However, the students’ rhyme awareness was not associated with phoneme awareness and lettername knowledge. These results suggest that rhyme awareness is underdeveloped and not yet well established to allow for promoting their word reading and show that native language plays an important role for their English word reading. This is in line with previous findings that have shown a positive relationship between phoneme awareness and English reading for Korean EFL learners. It seems that education about PA at the beginning of English learning would be helpful for students’ learning English.","PeriodicalId":160519,"journal":{"name":"The English Teachers Association in Korea","volume":"1 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"The English Teachers Association in Korea","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.35828/etak.2023.29.1.41","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}

引用次数: 0

Abstract

This study investigated Phonological Awareness (PA) which is considered an important prerequisite for literacy acquisition. For this purpose, this study explored the contribution of phoneme awareness, rhyme awareness, and letter name knowledge to English word reading. The participants were thirty Korean EFL third-grade elementary students who were initiating their English learning. The results indicated that the EFL elementary students’ overall English PA predicted their English word reading. Also, the students were more accurate with phoneme awareness than rhyme awareness and phoneme awareness played a more important role than rhyme awareness and letter name knowledge in word reading. Phoneme awareness predicted word reading more than rhyme awareness for EFL elementary students. However, the students’ rhyme awareness was not associated with phoneme awareness and lettername knowledge. These results suggest that rhyme awareness is underdeveloped and not yet well established to allow for promoting their word reading and show that native language plays an important role for their English word reading. This is in line with previous findings that have shown a positive relationship between phoneme awareness and English reading for Korean EFL learners. It seems that education about PA at the beginning of English learning would be helpful for students’ learning English.

查看原文本刊更多论文

次音节语音意识对小学生词汇阅读的影响

语音意识被认为是识字习得的重要前提，本研究对语音意识进行了研究。为此，本研究探讨了音素意识、韵脚意识和字母名称知识对英语单词阅读的贡献。研究对象为30名初学英语的韩国三年级小学生。结果表明，英语小学生的整体英语PA预测了他们的英语单词阅读。在单词阅读中，音素意识比韵母意识更准确，音素意识比韵母意识和字母名称知识发挥更重要的作用。音素意识比韵母意识更能预测小学生的单词阅读。然而，学生的押韵意识与音素意识和字母名称知识无关。这些结果表明，幼儿的韵脚意识还不发达，还没有很好地建立起来，以促进他们的单词阅读，并表明母语在他们的英语单词阅读中起着重要作用。这与之前的研究结果一致，即韩国英语学习者的音素意识与英语阅读之间存在正相关关系。看来，在英语学习之初进行PA教育对学生的英语学习是有帮助的。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

The English Teachers Association in Korea

自引率

0.00%

发文量