초록 열기/닫기 버튼
Despite increased emphasis on the role of phonemic awareness and phonics in the L2 reading literature, there has been a dearth of research on whether teachers perceive them to be essential parts of L2 reading instruction and have adequate knowledge to implement them. The present study examined the perceptions and knowledge of 129 Korean elementary English teachers about phonemic awareness and phonics through a perception survey and a knowledge assessment. The findings revealed that although the majority of the participants recognized the importance of code-emphasis instruction for L2 learners, their knowledge of phonemic awareness and phonics was not well developed. While a significant number of teachers agreed that awareness of phonemes and syllables in words is essential in acquiring spelling-sound relations, only a handful of teachers were able to count phonemes and syllables correctly in all assessed words. Most of the participants agreed that students should be instructed to sound out unfamiliar words with their working knowledge of spelling-sound correspondences, but not many of them were able to identify target grapheme- phoneme relations consistently in words nor were able to consistently distinguish between regular and irregular words. The findings also indicate that current English teacher preparation programs may not include sufficient content training in the English speech sound system and its multi-layered orthographic system.
