Enhancing Phonological Awareness in EFL Reading Acquisition:A Case Study

Xiu-qing WANG, Ai-min ZOU


In this paper, the role of phonological awareness in EFL reading acquisition is investigated through a case study: an analysis of a speech sample by a Cantonese (L1) speaker in both segmental and suprasegmental levels. The analyses of her pronounciation errors help to establish a clear understanding of the sources of some of her pronounciation problems, mainly the interference and transfer of the L1 sound system on FL, and an over reliance on visual clues for decoding words, which indicates the necessity and positive effects of promoting phonological awareness for EFL learners as a means of improving reading skills. Finally, ways of enchancing phonological awareness are discussed for the purpose of improving EFL learner’s reading ability. This also gives much thought to EFL reading teaching.
Key words: phonological awareness, EFL reading skills, phonological awareness assessment and instruction
Résumé: Après avoir analysé ,dans cet article , l’exemplaire de lecture d’un Cantonnais apprenant l’anglais comme langue étrangère, on a trouvé ses problèmes de lecture au niveau segmental et supersegmental . D’après les analyses de ses problèmes de prononciation et les caractéristiques du système phonétique de sa langue maternelle , on a souligné , dans cet article , que son manque de capacité de lecture résultait principalement de l’insuffisance de conscience phonologique pour l’ anglais comme langue étrangère. Cela montre que la conscience phonologique a une grande influence sur la capacité de lectuure de l’anglais comme langue étrangère . Ainsi les évaluations systématiques de la conscience phonologique et l’enseignement de phonétique effectué d’après ces évaluation peuvent-ils aider à renforcer cette capacité .
Mots-Clés: conscience phonologique, capacité de lecture de l’anglais comme langue étrangère, évaluations de la conscience phonologique et l’enseignement

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DOI: http://dx.doi.org/10.3968/j.css.1923669720060202.013


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