Abstract
Deficits in EFL teachers’ proficiency have surfaced recently as one of the possible factors contributing to children’s reading problems at their early encounters with literacy. Phonological awareness (PA) has dominated specialists’ interests well-timed with escalating reports containing more provoking evidence connecting children's reading disability with deficiencies in PA. This paper aims at investigating the impact of perceived proficiency, GPA, and gender of prospective teachers on shaping their future reading instruction detectable by prospective teachers' PA beliefs, awareness and knowledge. Towards this end, a four-section survey was administered to 158 pre-service EFL teachers. Results confirmed significant differences related to knowledge and beliefs at the expense of awareness.
Highlights
Background of the ProblemChildren’s awareness of language sounds has dominated the interest of reading scholars over the past few decades resulting in drawing relationships and investigating factors related to reading deficiencies (Richgels, 2001; Snow, Burns, & Griffin, 1998)
Driven by the interest to infer any significant relationship between the suggested independent variables of the study and the dependent variables, the current study aims to answer the following three major questions: 1. Are there any statistically significant differences in pre-service EFL teachers’ Phonological awareness (PA) (a) beliefs; (b) awareness; and (c) knowledge according to the difference in their perceived proficiency level? 2
This study was motivated by the desire to find any significant effect for the PA knowledge, beliefs and awareness pre-service teachers possess on empowering learners’ reading skills
Summary
Background of the ProblemChildren’s awareness of language sounds has dominated the interest of reading scholars over the past few decades resulting in drawing relationships and investigating factors related to reading deficiencies (Richgels, 2001; Snow, Burns, & Griffin, 1998). Research in psychology has concluded that children with reading difficulties would not be able to manipulate the sounds of a spoken word manifest in operations like segmenting, blending or deleting (Ehri, 1991; Goswami, 2000; Olofsson & Niederose, 1999). Specialists have confirmed such conclusions through investigating the relationship between reading difficulties children face and their ability to detect or manipulate sounds in words (Anthony & Farncis, 2005; Hatcher, Hulme & Snowling, 2004; Share, 1995; Snowling, 1998; Vellutino, Fletcher, Snowling & Scanlon, 2004).
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Applied Linguistics and English Literature
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
