The Effectiveness of Phonics Instruction Applying Korean Phoneme on English Word Reading Ability in Elementary School Students

다국어 초록 (Multilingual Abstract)

The purpose of this study is to verify the effectiveness of phonics instruction applying Korean phoneme in English phoneme and monosyllabic word reading. To achieve this, an experiment was conducted in nine lessons over a period of three weeks. Participants were 22 Korean-speaking participants aged 9-10 years. The experiment group of 11 participants learned phonics by comparing sounds of English phonemes and Korean phonemes. The control group of 11 participants learned phonics using only English phonemes only. The effectiveness of the two teaching methods on English phonemes and monosyllabic word reading was found to be as follows. First, the result of phoneme reading test in the experimental group was found to be higher than that in the control group. Second, in the case of monosyllabic word reading test, both groups showed improvement of test results, although such improvement was not statistically significant. Participants in the experimental group attempted to read by combining each phoneme in the second test. However, participants in the control group did not try to combine each phoneme. This finding supports the view of applying of learners’ native language in learning and teaching phonics.

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