scholarly journals The Relationship between English Phonological Awareness of Chinese English Learners and Their English Skills

2019 ◽  
Vol 9 (1) ◽  
pp. 45
Author(s):  
Min Hu
Keyword(s):  
College Students ◽  
Phonological Awareness ◽  
English Learners ◽  
Vital Role ◽  
Phoneme Awareness ◽  
Regression Analyses ◽  
Differential Effects ◽  
The Relationship ◽  
Chinese English Learners

This study investigated the relationship between English phonological awareness (PA) of Chinese English learners and their three English skills (reading, spelling, and listening). Four-hundred college students participated in the study. The results of correlation and regression analyses demonstrated that: 1) overall PA correlated significantly with the three skills and predicted spelling strongly, listening intermediately, and reading weakly; 2) the three levels of PA had differential effects on English skills: reading was only significantly predicted by syllable awareness, spelling by onset-rhyme and phoneme awareness, and listening by all levels of PA; and 3) the predictive effects of tasks corresponded to the difficulty of the processing skill required by a task. This study has borne out a vital role of English PA in improving adult Chinese English learners’ English skills.

scholarly journals An Assessment of Chinese Adult Learners’ English Phonological Awareness

2018 ◽  
Vol 8 (10) ◽  
pp. 1319 ◽  
Author(s):  
Min Hu
Keyword(s):  
College Students ◽  
Adult Learners ◽  
Phonological Awareness ◽  
English Learners ◽  
English Proficiency ◽  
Phoneme Awareness ◽  
Chinese Adult ◽  
Rhyme Awareness ◽  
Chinese English Learners ◽  
Do So

The present study aims to conduct a valid comprehensive assessment of Chinese adult learners’ phonological awareness (PA) in English. To do so, 408 college students were classified into three groups based on their English proficiency; four tasks (oddity, segmentation, blending, and deletion) with varying complexity employed to test all three levels of PA (syllable awareness, onset-rhyme awareness, and phoneme awareness). The results revealed that 1) overall PA improved with English proficiency; 2) among four tasks, only the performances on oddity were not significantly affected by English proficiency; 3) English proficiency attained significance for all three levels of PA; and 4) in terms of subtest where task and PA interacted, English proficiency’s impact was mediated by the complexity of task and level of PA. This study is meant to guide PA researchers on a valid PA assessment and Chinese English teachers on PA training for their Chinese English learners.

scholarly journals Phonological awareness and reading in Northern Sotho – Understanding the contribution of phonemes and syllables in Grade 3 reading attainment

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Carien Wilsenach
Keyword(s):  
Phonological Awareness ◽  
Phoneme Awareness ◽  
Cross Sectional ◽  
Transparent Orthography ◽  
Northern Sotho ◽  
Different Dimensions ◽  
Grade 3 ◽  
The Relationship ◽  
Different Levels

Background: The role of phonological awareness (PA) in successful reading attainment in Northern Sotho has received some attention. However, the importance of developing an awareness to the different phonological grain sizes that underlie decoding (i.e. to different dimensions of PA) has not been established in this language.Aim: This study assessed different levels of PA in Northern Sotho learners in order to determine the relationship between phoneme awareness, syllable awareness and reading.Setting: The research was conducted in Atteridgeville, a suburb in Tshwane. The participants were Grade 3 learners who spoke Northern Sotho as home language, and who received their literacy instruction in Northern Sotho in the foundation phase.Methods: The research was cross-sectional, with a correlational component. Phoneme awareness was assessed via a phoneme identification and elision task, whereas syllable awareness was assessed with a syllable elision task.Results: Statistical analyses revealed that Northern Sotho learners are significantly better at identifying syllables than phonemes, but that phoneme awareness predicts reading outcomes more accurately.Conclusion: This study suggests that phoneme awareness does not necessarily develop early or automatically in languages with a simple syllable structure and a transparent orthography and evaluates this finding against the predictions of the Psycholinguistic Grain Size Theory. The importance of explicitly teaching phoneme–grapheme correspondences to Northern Sotho learners is highlighted.

scholarly journals The Diffusion Mechanism of Megaproject Citizenship Behavior: The Role of Institutional Isomorphism

2021 ◽  
Vol 13 (15) ◽  
pp. 8123
Author(s):  
Delei Yang ◽  
Jun Zhu ◽  
Qingbin Cui ◽  
Qinghua He ◽  
Xian Zheng
Keyword(s):  
Structural Equation ◽  
Diffusion Mechanism ◽  
Vital Role ◽  
Citizenship Behavior ◽  
Equation Modeling ◽  
Positive Effects ◽  
Diffusion Limited ◽  
The Relationship ◽  
Mimetic Isomorphism

Megaproject citizenship behavior (MCB) has been confirmed to a play vital role on megaproject performance. Although current research has argued that institution elements have had an impact on MCB diffusion, limited studies have empirically investigated the distinct effectiveness of various institution elements on driving MCB’s widespread diffusion in construction megaprojects. Based on institution theory, this study proposes a theoretical model comprising institutional elements (i.e., normative and mimetic isomorphism), owner’s support, relationship-based trust, and their effect or impact on MCB’s diffusion. Based on 171 industrial questionnaires collected from managers of contractors and designers in megaprojects. Partial least squares structural equation modeling (PLS-SEM) was used to validate the established model. The results indicated that both normative and mimetic isomorphism have positive effects on facilitating MCB diffusion, and owner’s support has shown partial mediation in promoting MCB diffusion through normative isomorphism, as well as full mediation in the promoting of MCB diffusion through mimetic isomorphism. Meanwhile, relationship-based trust exerts a positive moderating effect on the relationship between mimetic isomorphism and MCB. This study extends current literature on driving MCB diffusion from the perspective of institutional theory, contributing by providing four implications for megaprojects managers to “buy in” more extensive MCB.

AN INTERACTIONAL APPROACH TO ATTRIBUTIONAL DIMENSIONS IN DYSPHORIA

1990 ◽  
Vol 18 (2) ◽  
pp. 267-277 ◽  
Author(s):  
Janet E. Eschen ◽  
David S. Glenwick
Keyword(s):  
Attributional Style ◽  
The Self ◽  
Regression Analyses ◽  
Self Blame ◽  
Attributional Style Questionnaire ◽  
Standard Manner ◽  
Stability Dimension ◽  
The Stability ◽  
The Relationship

To investigate the possible contributions to dysphoria of interactions among attributional dimensions, 105 freshmen and sophomores were administered the Attributional Style Questionnaire and the Beck Depression Inventory. Analyses examined the relationship to dysphoria of (a) the traditional composite score; (b) multiple regression analyses including interactions among the various dimensions; and (c) indices of behavioral self-blame, characterological self-blame, and external blame. The results provided modest support for the specific hypothesized interactional model and, to a large extent, appeared to support the validity of the standard manner in which dysphoric attributional style is viewed. Refinements of the traditional model are suggested, involving the self-blame construct, the possible role of the stability dimension, and the relationship between controllability and positive event attributions.

Phonological awareness in young second language learners

1995 ◽  
Vol 22 (2) ◽  
pp. 307-324 ◽  
Author(s):  
Maggie Bruck ◽  
Fred Genesee
Keyword(s):  
Second Language ◽  
Phonological Awareness ◽  
Language Learners ◽  
Second Language Learners ◽  
Phoneme Awareness ◽  
Bilingual Children ◽  
Group Differences ◽  
Bilingual Group ◽  
English Speaking

ABSTRACTEnglish-speaking children (N = 91) who were attending French schools (bilingual group) were given a battery of phonological awareness tests in kindergarten and in grade 1. At the time of kindergarten testing the mean age of the children was 5:9. Their performance was compared to age-matched English-speaking children (N = 72) attending English schools (monolingual group). The bilingual children showed heightened levels of phonological awareness skills in kindergarten in the area of onset-rime awareness. By grade 1, the pattern of group differences was more complex. The monolingual and bilingual children performed similarly on onset-rime segmentation tasks. The monolingual children had higher phoneme awareness scores than their French-schooled peers; this result is interpreted to reflect the role of literacy instruction on phoneme awareness development. In comparison, the bilingual children had higher syllable segmentation scores than their monolingual peers. This result is interpreted to reflect the role of second language input on phonological awareness.

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