The Contribution of L1 Phonemic Awareness into L2 Reading: The Case of Arab EFL Readers

Autor/inn/en	Alshaboul, Yousef; Asassfeh, Sahail; Alshboul, Sabri; Alodwan, Talal
Titel	The Contribution of L1 Phonemic Awareness into L2 Reading: The Case of Arab EFL Readers
Quelle	In: International Education Studies, 7 (2014) 3, S.99-110 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Phonemic Awareness; Semitic Languages; English (Second Language); Reading Skills; Word Recognition; Orthographic Symbols; Skill Development; Second Language Learning; Phonics; Phonological Awareness; Foreign Countries; Grade 1; Elementary School Students; Correlation; Tests; Jordan + Suchen Sie Ihr Suchwort? Arabisch; Hebräisch; English as second language; English; Second Language; Englisch als Zweitsprache; Reading skill; Lesefertigkeit; Worterkennung; Kompetenzentwicklung; Qualifikationsentwicklung; Zweitsprachenerwerb; Ausland; School year 01; 1. Schuljahr; Schuljahr 01; Korrelation; Examination; Prüfung; Examen
Abstract	Cross-language transfer is the extent, if any, to which phonological awareness in L1 facilitates learning to read in L2. This has been an area of investigation wherein researchers looked into the orthographic and phonological component processing skills L2 learners develop and utilize to facilitate word recognition. Given the difference between the orthographic systems of Arabic (L1) and English (L2), how difficult is it for beginning Arab EFL learners to develop these skills? Arab EFL learners seem to have difficulty with prelexical word recognition processes leading to slower and perhaps even less accurate L2 word recognition skills. This study examines the possibility of transferring Arabic phonological awareness to learning English. Results are reported, most important of which is the confirmation of cross-language transfer. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01