This is study is the research that focuses on one element of metalinguistic awareness,phonological awareness.By exploring bilinguals’phonological awareness development,this paper attempts to find out its effects on m...This is study is the research that focuses on one element of metalinguistic awareness,phonological awareness.By exploring bilinguals’phonological awareness development,this paper attempts to find out its effects on minority group learners'English learning.展开更多
The present study explores the effects of phonological awareness training of child EFL learners in China on their reading performances. Eighty grade one Chinese children from two intact primary school classes particip...The present study explores the effects of phonological awareness training of child EFL learners in China on their reading performances. Eighty grade one Chinese children from two intact primary school classes participated in the study. The treatment class received a 10-week English phonological awareness training, while the contrast class did not receive any training. Both pre-test and post-test were administered to all participants, including English assessment, phonological awareness measures and English reading measures. The results show that the treatment class outperformed the contrast class in the post-test in reading measures and phonological awareness measures; phonological awareness positively correlated with children＇s early reading performance; phoneme tasks were strong predictors of Child EFL learners＇ early reading performance.展开更多
文摘This is study is the research that focuses on one element of metalinguistic awareness,phonological awareness.By exploring bilinguals’phonological awareness development,this paper attempts to find out its effects on minority group learners'English learning.
基金supported by grant from Guangdong Provincial Government2012年广东省社科立项项目"语音意识训练对小学生英语读写能力的影响研究"的部分成果
文摘The present study explores the effects of phonological awareness training of child EFL learners in China on their reading performances. Eighty grade one Chinese children from two intact primary school classes participated in the study. The treatment class received a 10-week English phonological awareness training, while the contrast class did not receive any training. Both pre-test and post-test were administered to all participants, including English assessment, phonological awareness measures and English reading measures. The results show that the treatment class outperformed the contrast class in the post-test in reading measures and phonological awareness measures; phonological awareness positively correlated with children＇s early reading performance; phoneme tasks were strong predictors of Child EFL learners＇ early reading performance.
