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Jiyoung Bae,Ed Fox 팬코리아영어교육학회 2011 영어교육연구 Vol.23 No.1
This study examines the effectiveness of phonemic awareness (PA) instruction for Korean EFL students and native English speakers at the primary level. A meta-analysis of 44 PA studies showed that the inclusion of PA instruction resulted in significant effect sizes in the students’ reading (.61), spelling (.42), and phonological outcome measures (.73) for both Korean and American groups of students and for the affective domain outcomes (.84) for the Korean students. Moderating variables showed significant results; the strongest reading results (.52) were achieved when phonemic instruction lasted longer than 20 hours, but optimal spelling (.46) and phonological awareness (.80) occurred with 1 to 20 hours of PA instruction. Both Korean kindergarten and native English-speaking students showed the greatest gains in their reading performance compared to their upperclassmen in grades 1 through 6. Specific to Korean students, kindergarteners’ reading was more positively affected (2.27) from PA instruction compared to all other primary grades. Similar to the mixed group with 5 to 10 hours of PA instruction, Korean students experienced high affective domain measures (1.48) and spelling outcome (.37). Greater than 20 hours of PA instruction for reading (1.74) was significant. The conclusion was that PA instruction has a significant effect on developing Korean students’ English reading abilities.