英语第二语言学习者的音素意识
Phonemic awareness of English second language learners.
作者信息
Le Roux Maria, Geertsema Salome, Jordaan Heila, Prinsloo Danie
机构信息
Department of Speech-Language Pathology and Audiology, University of Pretoria.
出版信息
S Afr J Commun Disord. 2017 Jan 30;64(1):e1-e9. doi: 10.4102/sajcd.v64i1.164.
BACKGROUND
The PA skills of phonological blending and segmentation and auditory word discrimination relate directly to literacy and may be weak in English second language (EL2) learners. In South Africa, literacy skills have been found to be poor in especially EL2 learners.
OBJECTIVES
The purpose of this paper is to determine the effects of vowel perception and production intervention on phonemic awareness (PA) and literacy skills of Setswana first language (L1) learners. These learners are English second language (EL2) learners in Grade 3.
METHOD
The present study employed a quasi-experimental, pre-test-post-test design.
RESULTS
The findings of low-literacy skill levels concurred with previous investigations. However, post-test results of intervention in PA seemed to improve the literacy skills of EL2 learners.
CONCLUSION
PA skills should be a crucial part of the literacy curriculum in South Africa.
背景
语音混合与分割以及听觉单词辨别等语音意识技能与读写能力直接相关，而在以英语为第二语言（EL2）的学习者中这些技能可能较为薄弱。在南非，尤其是EL2学习者的读写能力一直被发现较差。
目的
本文旨在确定元音感知与产出干预对塞茨瓦纳语第一语言（L1）学习者的音素意识（PA）和读写能力的影响。这些学习者是三年级的英语第二语言（EL2）学习者。
方法
本研究采用了准实验、前测-后测设计。
结果
低读写技能水平的研究结果与之前的调查一致。然而，PA干预的后测结果似乎提高了EL2学习者的读写能力。
结论
PA技能应成为南非读写课程的关键组成部分。
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