دورية أكاديمية
Developing Phoneme-Grapheme Recognition for English as a Foreign Language: A Longitudinal Study at Japanese Primary School
| العنوان: | Developing Phoneme-Grapheme Recognition for English as a Foreign Language: A Longitudinal Study at Japanese Primary School |
|---|---|
| اللغة: | English |
| المؤلفون: | Kaori Nakao (ORCID |
| المصدر: | International Electronic Journal of Elementary Education. 2024 16(3):337-347. |
| الإتاحة: | International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/indexTest |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 11 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| الواصفات: | Phoneme Grapheme Correspondence, Elementary School Students, Longitudinal Studies, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, National Curriculum, Skill Development, Language Tests, Phonological Awareness |
| مصطلحات جغرافية: | Japan |
| تدمد: | 1307-9298 |
| مستخلص: | Foreign language was recently added to Japan's national primary school curriculum. Phoneme-Grapheme Recognition (PGR) skills are a critical step in both L1 and L2 development. Due to its simplistic approach and the lack of new investment in teacher training, research regarding the impact on PGR skills are important. This study tested the relative differences and growth of primary school students' (grades 3, 4, 5, 6) PGR skills across two semesters. Semester-1 (July) and Semester-3 (March) students (n = 256, female n = 130) completed the same PGR test during regular class time. ANOVA and follow-up pairwise tests assessed achievement differences between grades and across the two-semester gap. Difference testing between grades indicated substantial (R[superscript 2] = 0.32 & 0.19) and statistically significant (p < 0.001) differences at both time points. Pairwise follow-up tests pointed to two steps in statistically different ability (grades 3-4/5-6). Longitudinal tests suggested that the current Japanese national elementary school curriculum supports phoneme-grapheme skill development; However, the twostep ability grouping indicated that the current national curriculum is not sufficiently detailed and/or rigorous to ensure annual student improvement in PGR skills. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الانضمام: | EJ1419661 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1307-9298 |
|---|