The Study of EFL Learners' Phonological Awareness, Spelling Ability and Letter Knowledge
碩士 === 國立嘉義大學 === 國民教育研究所 === 95 === The present study examined EFL learners’ performances on three tests: phonological awareness, spelling and letter knowledge and the correlation among the performances. Sixty six graders from an elementary school at southern Taiwan. participated in this study. The...
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| Format: | Others |
| Language: | zh-TW |
| Published: |
2007
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| Online Access: | http://ndltd.ncl.edu.tw/handle/38031000235538048610 |
| Summary: | 碩士 === 國立嘉義大學 === 國民教育研究所 === 95 === The present study examined EFL learners’ performances on three tests: phonological awareness, spelling and letter knowledge and the correlation among the performances. Sixty six graders from an elementary school at southern Taiwan. participated in this study. These subjects had studied English for at least four years before participating in this study. Descriptive statistics and Pearson Correlation were applied to analyzing the data. The results are summarized in the following: a. 99% of EFL learners answer correctly on letter knowledge, 90.4% of EFL learners answer correctly on PA, 64.82% of EFL learners answer correctly on spelling. It shows that the subjects have already had basic letter knowledge (letter name and letter sound); b. a high positive correlation exists between the subjects’ phonological awareness and spelling ability; c. a high positive correlation exists between the subjects’ letter knowledge and spelling ability; d. a low positive correlation exists between the subjects’ phonological awareness and letter knowledge. The further findings are a. the subjects’ performances on “phoneme deletion” and “phoneme blending” are both significantly correlated to learners’ performances on spelling; b. the subjects’ letter-name knowledge and letter-sound knowledge are both highly correlated to their spelling performances; c. the subjects’ performances on “phoneme deletion” is significantly correlated to learners’ letter-name knowledge.
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