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The Effects of Phonemic Awareness Instructions on L2 Listening Comprehension: A Meta-Analysis

원문정보

Seyeon Choe, KyungA Lee, Youngsoon So

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초록

영어

This study examines the effect of phonemic awareness instruction on listening comprehension ability in learning English as a second language or foreign language (L2). The searching procedures were carried out using Publish or Perish with discreetly selected keywords. Eight studies with 13 samples published between 2000 and 2020 were obtained. Hedges’ g was calculated, leveraging Comprehensive Meta-Analysis (CMA) software. The overall effect size of phonemic awareness instruction on listening skills was found to be large (Hedges’ g = 0.99, lower bound = 0.82, upper bound = 1.61). The result demonstrated that phonemic awareness instructions to beginners (Hedges’ g = 0.86) or primary school students (Hedges’ g = 3.67) might have a large effect on enhancing their listening skills. Furthermore, research that conducted phonemic awareness instructions (Hedges’ g = 1.43) showed a much larger effect size than phonics instructions (Hedges’ g = 0.45), suggesting the need for a more focused phonemic instruction for L2 learners. Lastly, the effectiveness of phonemic awareness instruction was better assessed when using intensive listening measurements (Hedges’ g = 1.43) rather than selective ones (Hedges’ g = 0.80). These results collectively indicate that phonemic awareness instructions could be both effective and practical for helping L2 learners improve listening skills.

목차

Abstract
Introduction
Literature Review
Definition of Phonemic Awareness
Phonemic Awareness Instruction in the L2 Classroom
Effects of Phonemic Awareness Instructions on L2 Listening Ability
Methodology
Data Collection and Coding
Calculation and Interpretation of Effect Size
Results and Discussion
Conclusion
The Authors
References

저자정보

  • Seyeon Choe Seoul National University
  • KyungA Lee Seoul National University
  • Youngsoon So Seoul National University

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자료제공 : 네이버학술정보

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