Kuo, Ling-Chun (2011) The role and efficacy of phonics instruction in the early literacy development of young Taiwanese EFL learners. PhD thesis, University of Warwick.

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Abstract

In recent years, phonics instruction in early literacy education has gained in
popularity due to its critical role in facilitating phonological awareness and
processing skills, said to enable the self-teaching mechanism inherent in an
alphabetic language. These claims are based on research on L1 learners of
English, however: little has been reported on the utility of phonics instruction
for foreign language learners. This study therefore investigated young
Taiwanese learners of English who had undergone phonics instruction as part
of their EFL programme of study. Textbook analysis, teacher interviews, a
student questionnaire, and a battery of diagnostic tests and tasks were used to
uncover the role and efficacy of phonics in Taiwanese EFL learners’ literacy
development as well as the underlying factors that contribute to shape its role
and affect its efficacy.
The data was analyzed both quantitatively and qualitatively and findings
related to the presentation and practice of phonics teaching in class, teachers’
and learners’ perceptions and beliefs related to phonics and English literacy,
and learners’ strategy use in oral reading, spelling and word learning were
analyzed and discussed. The results revealed that due to the influences of
socio-contextual constraints, learners’ insufficient phonological skills, the
absence of a well-developed spoken system in the learners, and a distinctive
L1 writing system, phonics plays a distinctively different role for young
Taiwanese learners of English from the one it plays for English L1 learners.

Item Type:	Thesis (PhD)
Subjects:	L Education > LB Theory and practice of education > LB1501 Primary Education P Language and Literature > PE English
Library of Congress Subject Headings (LCSH):	Reading -- Phonetic method, English language -- Study and teaching (Elementary) -- Taiwanese speakers
Official Date:	July 2011
Dates:	Date Event July 2011 Submitted
Institution:	University of Warwick
Theses Department:	Centre for Applied Linguistics
Thesis Type:	PhD
Publication Status:	Unpublished
Supervisor(s)/Advisor:	Rixon, Shelagh ; Pinter, Annamaria ; Ushida, Ema
Extent:	392 leaves : ill.
Language:	eng

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