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The Roles of Phonological Knowledge in L2 Lower Achievers’ Reading Development

첫 페이지 보기
  • 발행기관
    아시아영어교육학회 바로가기
  • 간행물
    The Journal of AsiaTEFL SCOPUS 바로가기
  • 통권
    Vol.10 No.2 (2013.06)바로가기
  • 페이지
    pp.1-34
  • 저자
    Chen, Hsueh Chu
  • 언어
    영어(ENG)
  • URL
    https://www.earticle.net/Article/A201611

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원문정보

초록

영어
This study investigates the role of phonological knowledge in the reading development of learners and clarifies the relationships among phonological awareness (PA), prosodic skills (PS) and reading comprehension (RC). Sixteen English as a second language (ESL) lower achievers from a Hong Kong secondary school participated in the study. Three types of related measures (PA, PS and RC) were conducted. A passage was read aloud and an acoustic analysis was conducted. The results showed that the correct rate of RC was 38.16 %. Among the PA subtasks, rhyme detection was the easiest task, followed by alliteration detection, syllable segmentation, and non-word reading. In the PS subtasks, phrasal rhythm was the easiest task, followed by intonation sensitivity, and word stress tasks. The tasks that correlated highest with RC were non-word reading and word stress tasks, suggesting that these two indicators played a major role in RC. Amongst all of the tasks, rhythm detection and syllable segmentation, and phrasal rhythm and word stress were significantly and positively correlated. Detailed information about the participants’ responses and strategies on non-word reading, word stress, and intonation sensitivity tasks was described. Acoustic analyses of speed, pause and intonation were made, measured and calculated.

목차

Abstract
 INTRODUCTION
 METHOD
  Participants
  2. Design of Tasks
  Prosodic Sensitivity
  Textual-Level Prosodic Sensitivity Task (Reading Aloud)
  Reading Comprehension
 RESULTS
  Overall Performance
  Non-word Reading Task
  Word-level Prosodic Sensitivity Task (word stress)
  Phrasal-Level Prosodic Sensitivity Task (Rhythm)
  Sentential-level Prosodic Sensitivity Task (Intonation)
  Acoustic Analysis (Reading Aloud)
 DISCUSSION
 CONCLUSIONS AND IMPLICATIONS
 THE AUTHOR
 REFERENCES
 APPENDIX

키워드

phonological processing prosodic sensitivity reading reading aloud production and perception

저자

  • Chen, Hsueh Chu [ The Hong Kong Institute of Education, Hong Kong ]

참고문헌

자료제공 : 네이버학술정보

간행물 정보

발행기관

  • 발행기관명
    아시아영어교육학회 [Asia TEFL]
  • 설립연도
    2004
  • 분야
    사회과학>교육학
  • 소개
    The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.

간행물

  • 간행물명
    The Journal of AsiaTEFL
  • 간기
    계간
  • pISSN
    1738-3102
  • eISSN
    2466-1511
  • 수록기간
    2004~2026
  • 등재여부
    SCOPUS,KCI 등재
  • 십진분류
    KDC 740 DDC 420

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