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The Effects of Pedagogical Phonetics : Synthetic Phonics in Remedial English Classes for First-Year University Students
https://wako.repo.nii.ac.jp/records/2000128
https://wako.repo.nii.ac.jp/records/200012868dae808-85a5-4950-9527-f784f3db626c
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
h2407.pdf (259 KB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||
|---|---|---|---|---|---|---|---|---|
| 公開日 | 2024-06-27 | |||||||
| タイトル | ||||||||
| タイトル | The Effects of Pedagogical Phonetics : Synthetic Phonics in Remedial English Classes for First-Year University Students | |||||||
| 言語 | en | |||||||
| 言語 | ||||||||
| 言語 | eng | |||||||
| キーワード | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | Synthetic Phonics | |||||||
| キーワード | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | Phonological Awareness | |||||||
| キーワード | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | Decoding Skill | |||||||
| キーワード | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | Remedial English Classes | |||||||
| 資源タイプ | ||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||
| 資源タイプ | departmental bulletin paper | |||||||
| 著者 |
SATO, Mariko
× SATO, Mariko
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| 抄録 | ||||||||
| 内容記述タイプ | Abstract | |||||||
| 内容記述 | In recent years, Japan’s English education policy has accelerated early English language learning and heightened content complexity, resulting in a 1.5-fold expansion in the vocabulary students must acquire by high school graduation. Prior research has highlighted vocabulary acquisition difficulties as a primary cause of setbacks and burdens for learners. This study addresses this issue at the word level by focusing on decoding skills involving linking sounds and letters. The potential of synthetic phonics is emphasized. However, its application beyond critical periodsremains poorly understood. This study aimed to ascertain whether synthetic phonics (used in early education) enhances decoding skills for university students beyond the critical period. Posttest dictation scores revealed significant differences between the experimental and control groups, confirming the effectiveness of synthetic phonics. Furthermore, an attitude survey conducted with the experimental group revealed that synthetic phonics enhanced students’ listening comprehension skills and English spelling abilities. Students also believed synthetic phonics should be taught in the initial stages of English language learning. These findings advocate using synthetic phonics to motivate first-year university students to enhance their decoding skills and vocabulary and recommence their English language learning. | |||||||
| 書誌情報 |
ja : 表現学部紀要 en : The bulletin of the Faculty of Representational Studies 巻 24, p. 33-46, 発行日 2024-03-18 |
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| ISSN | ||||||||
| 収録物識別子タイプ | ISSN | |||||||
| 収録物識別子 | 13463470 | |||||||
| 書誌レコードID | ||||||||
| 収録物識別子タイプ | NCID | |||||||
| 収録物識別子 | AA11523684 | |||||||
| フォーマット | ||||||||
| 内容記述タイプ | Other | |||||||
| 内容記述 | application/pdf | |||||||
| 著者版フラグ | ||||||||
| 出版タイプ | VoR | |||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||
