The Role of Phonological Awareness in Korean Elementary EFL Learners’ Word Reading

2009 ◽  
Vol 64 (2) ◽  
pp. 29-45
Author(s):  
강유선
Keyword(s):  
Phonological Awareness ◽  
Word Reading ◽  
Efl Learners

The Role of Literary Instruction in the Development of Reading and Writing Skills in Spanish as a Heritage Language during Childhood

2017 ◽  
Vol 14 (2) ◽  
pp. 100-123
Author(s):  
Alejandro Cuza ◽  
Lauren Miller ◽  
Adrian Pasquarella ◽  
Xi Chen
Keyword(s):  
Service Learning ◽  
Phonological Awareness ◽  
Reading Fluency ◽  
Heritage Language ◽  
Word Reading ◽  
Literacy Skills ◽  
Vocabulary Knowledge ◽  
Language And Literacy ◽  
Learning Program

The present study examines the role of instruction in the development of reading and writing skills in Spanish as a heritage language during childhood. Sixty-six (n=66) Spanish heritage speakers in K-4th grade participated in an 18-week Spanish intervention. The curriculum included the development of phonological awareness, reading fluency and accuracy as well as vocabulary via cognate instruction. Undergraduate students majoring in Spanish conducted the intervention as part of a service-learning program. Standardized measures given to the students before and after the intervention included phonological awareness, receptive vocabulary knowledge, word reading accuracy, and word reading fluency. The treatment group was compared to a group of twenty-five children (n=25) who did not participate in the program. The two groups were matched by age and non-verbal reasoning. Results from pre and post-tests showed significant gains for the treatment group in vocabulary growth, word reading fluency and word reading accuracy. Phonological awareness developed significantly for both groups, but there was no advantage for the experimental group. Overall, the intervention was effective at promoting both Spanish language and literacy skills (Rhoades, 2009). Contextualized and explicit instruction on word reading and decoding, as well as oral language and vocabulary knowledge in Spanish, helped Spanish heritage learners develop academic language and literacy skills in their first/minority language. Furthermore, the results provide strong evidence supporting the efficacy of a service-learning program aimed at facilitating the development of literacy skills among child heritage language learners.

scholarly journals Reading comprehension on word- and sentence-level can be predicted by orthographic knowledge for German children with poor reading proficiency

2021 ◽  
Author(s):  
Jelena Zarić ◽  
Telse Nagler
Keyword(s):  
Phonological Awareness ◽  
Text Comprehension ◽  
Word Reading ◽  
Reading Proficiency ◽  
Third Graders ◽  
Orthographic Knowledge ◽  
Naming Speed ◽  
Poor Reading ◽  
Sentence Level

AbstractPrevious studies mostly examined the role of orthographic knowledge in basic reading processing (i.e., word-reading), however, regarding higher reading processing (i.e., sentence- and text-comprehension), mixed results were reported. In addition, previous research in transparent languages, such as German, focused mostly on typically skilled readers. The aim of this study was to examine the role of orthographic knowledge in basic reading processing (word-reading) as well as in higher reading processing (sentence- and text-comprehension), in addition to phonological awareness and naming speed in a sample of German elementary school poor readers. For this purpose, data from 103 German third-graders with poor reading proficiency were analyzed via multiple linear regression analysis. Analyses revealed that orthographic knowledge contributes to reading at word- and sentence-level, but not at text-level in German third-graders with poor reading proficiency, over and above phonological awareness and naming speed. These findings support that orthographic knowledge should be considered as a relevant reading related predictor. Therefore, it would be reasonable to include the assessment of orthographic knowledge skills in diagnostic procedures to identify children at risk to develop reading difficulties, besides phonological awareness and naming speed.

The Role of Phonological Awareness Development in Young Chinese EFL Learners

2008 ◽  
Vol 17 (4) ◽  
pp. 271
Author(s):  
Ching-ning Chien ◽  
Li-hua Kao ◽  
Li Wei
Keyword(s):  
Phonological Awareness ◽  
Efl Learners

The Role of Phonological Awareness Development in Young Chinese EFL Learners

2008 ◽  
Vol 17 (4) ◽  
pp. 271-288 ◽  
Author(s):  
Ching-ning Chien ◽  
Li-hua Kao ◽  
Li Wei
Keyword(s):  
Phonological Awareness ◽  
Efl Learners

scholarly journals Phonological awareness and learning to read in Afrikaans: The role of working memory

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Marizel Scheepers ◽  
Salomé Geertsema ◽  
Mia Le Roux ◽  
Marien Graham
Keyword(s):  
Working Memory ◽  
Phonological Awareness ◽  
Phonemic Awareness ◽  
Reading Skills ◽  
Word Reading ◽  
Transparent Orthography ◽  
Learning And Teaching ◽  
Descriptive Research ◽  
Opaque Orthography

Background: Phonological awareness (PA) skills and working memory (WM) are universally regarded as crucial precursors to skilled reading. The orthography of the language being read influences the ease with which a child learns to read. Research has been undertaken on reading in languages with an opaque orthography. Research on the role of PA and WM in Afrikaans with its transparent orthography is limited.Aim: The study investigated and described the role of WM in the acquisition of PA and ultimately reading in Afrikaans.Setting: The research study was conducted in private schools with Afrikaans as the language of learning and teaching (LoLT) in Grade 2.Method: A descriptive research design with correlational components was applied.Results: Phonetic decoding was employed more than eidetic decoding. Word reading skills developed rapidly and exceeded the expectations in the first two quarters of the year. Participants who read the comprehension test fluently scored higher on the questions than those who did not read fluently. The correlation between WM and reading comprehension was not statistically significant. The statistically significant correlation between WM and word reading seems to be present in both transparent and opaque orthographies. The statistically significant correlation between PA and word reading was not found in other transparent orthographies. The correlation between phonemic awareness (PhA) and word reading is the same in other orthographies.Conclusion: The statistically significant correlation between WM and word reading indicates that WM supports reading development as the ability to hold information in memory supports phoneme-grapheme associations.

Tertiary English-majored Students’ Perceptions toward the Role of Pronunciation in English Language Learning and their Practicing Strategies

2020 ◽  
Vol 6 (2) ◽  
pp. 264-279
Keyword(s):  
Language Learning ◽  
English Language ◽  
Vital Role ◽  
English Language Learning ◽  
Structured Interviews ◽  
Efl Learners ◽  
The University

Accurate pronunciation has a vital role in English language learning as it can help learners to avoid misunderstanding in communication. However, EFL learners in many contexts, especially at the University of Phan Thiet, still encounter many difficulties in pronouncing English correctly. Therefore, this study endeavors to explore English-majored students’ perceptions towards the role of pronunciation in English language learning and examine their pronunciation practicing strategies (PPS). It involved 155 English-majored students at the University of Phan Thiet who answered closed-ended questionnaires and 18 English-majored students who participated in semi-structured interviews. The findings revealed that students strongly believed in the important role of pronunciation in English language learning; however, they sometimes employed PPS for their pronunciation improvement. Furthermore, the results showed that participants tended to use naturalistic practicing strategies and formal practicing strategies with sounds, but they overlooked strategies such as asking for help and cooperating with peers. Such findings could contribute further to the understanding of how students perceive the role of pronunciation and their PPS use in the research’s context and other similar ones. Received 10th June 2019; Revised 12th March 2020; Accepted 12th April 2020

Machine Translation for EFL

Relay Journal ◽  
2019 ◽  
pp. 228-235
Author(s):  
Paul J. Moore ◽  
Phil Murphy ◽  
Luann Pascucci ◽  
Scott Sustenance
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Machine Translation ◽  
English Language ◽  
Foreign Language Learning ◽  
Efl Learners ◽  
Technical Developments ◽  
English Language Institute ◽  
Changing Role

This paper reports on an ongoing study into the affordances of free online machine translation for students learning English as a foreign language (EFL) at the tertiary level in Japan. The researchers are currently collecting data from a questionnaire, task performance, and interviews with 10-15 EFL learners in an English Language Institute in a university in Japan. The paper provides some background on the changing role of translation in language learning theory and pedagogy, before focusing literature related to technical developments in machine translation technology, and its application to foreign language learning. An overview of the research methodology is provided, along with some insights into potential findings. Findings will be presented in subsequent publications.

Sign in / Sign up

Export Citation Format

Share Document