The Effectiveness of Phonological-Based Instruction in English As a Foreign Language Students at Primary School Level: A Research Synthesis
The Effectiveness of Phonological-Based Instruction in English As a Foreign Language Students at Primary School Level: A Research Synthesis
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小学英语作为外语学生的基于语音的教学的有效性：研究综述
DOI：
10.3389/feduc.2017.00015
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发表时间：
2017
影响因子：
2.3
通讯作者：
Shu
中科院分区：
文献类型：
--
作者：
Shuting Huo;Shu
以语音为基础的教学，即语音意识教学和语音教学，已被证明是西方国家幼儿早期识字技能的有效方法。学习英语作为外语(EFL)的儿童学习阅读英语的方式与英语主导社会中的儿童不同。在英语教学背景下，对教学有效性的研究要少得多。本研究系统地回顾了2000至2016年间发表的15篇关于英语语音教学有效性的实验和准实验研究。描述了研究特点和教学特点，并计算了效果大小。以语音为基础的教学一直被发现在小学生的阅读技能方面是有效的，包括语音意识和非单词阅读。效应大小的中位数为中等。相比之下，单词识别(词汇通达和发音)和阅读理解的有效性在不同的研究中并不一致。词汇阅读效应大小的中位数较小。这种模式表明了语音教学的局限性，即难以将语音基础的结果转化为真正的阅读。我们发现，大多数研究虽然达到了有效性的最低证据标准，但存在方法缺陷，因此可能存在偏见。因此，这项研究报告的积极影响应谨慎解读。这项研究对实践的启示是，在现行英语课程中加入语音教学可能对年轻的EFL学生有利，从而使他们能够更好地学习英语单词的语音解码。但目前还没有足够的证据支持真词识别和阅读理解的教学效果。未来需要对这一主题进行严格设计的研究，以便做出强有力的因果推理。本研究的发现为少年儿童的外语教育提供了新的见解。
Phonological-based instruction, namely phonological awareness instruction (PA) and phonics instruction, has shown to be effective on early literacy skills among young children in western countries. Children who learn English as a foreign language (EFL) learn to read English differently from children in English dominant societies. Effectiveness of the instruction in the EFL context is much less investigated. The present study systematically reviewed 15 experimental and quasi-experimental studies published in between 2000 to 2016, on the topic of the effectiveness of phonological-based instruction in the EFL context. Study characteristics and instructional features were described, and effect sizes were calculated. Phonological-based instruction was consistently found to be effective among primary school EFL students on reading underlying skills including phonemic awareness and non-word reading. The median value of the effect size was moderate. In contrast, the effectiveness on word recognition (lexical access and pronunciation) and reading comprehension were inconsistent across studies. The median value of the effect size on word reading was small. This pattern suggests a limitation of the phonological-based instruction, which is the difficulty of transferring the phonological underlying outcomes to real reading. We found that most studies, although meeting the minimum standard of evidence for effectiveness, suffer from methodological flaws, thus they are potentially biased. Therefore, the positive effects reported in this study should be interpreted with caution. The implication for practice of this study is that including phonological-based instruction in the current English curriculum may be beneficial for young EFL students, thus they can better learn to phonologically decode English words. But not enough evidence has been found to support the instructional effectiveness on real word recognition and reading comprehension. Future research on this topic with rigorous design are needed so that strong causal inference can be made. The findings of this study provide novel insights into foreign language education of English for young learners.