초록 열기/닫기 버튼
This study aimed to compare the effects of the two phonics teaching methods – one with phonological manipulation (M1) and the other without phonological manipulation (M2) – on L2 children's phonological awareness and their perceptions of L2 reading ability and strategies. For data collection, a phonological awareness test and a questionnaire about the participants' reading ability and strategies were conducted before and after the treatments. According to the data analysis of the results of the phonological awareness tests and the participants' responses to the questionnaire, the results of this study were as follows. 1) Only the group taught with M1 showed a significant improvement in phonological awareness. 2) Both methods produced a significant increase in the participants' phoneme identification, segmentation, and blending; however, only M1 helped to achieve a significant enhancement in the participants' onset-coda identification. 3) M1 was more effective for the advanced-level participants whereas M2 for the intermediate-level participants. 4) The participants taught with M1 responded more positively to the questions about their perceptions of reading ability, and used more various word-reading strategies than those with M2.
