Park, Heeyang (2020) Exploring learning progress and challenges in English decoding skills development in the Korean EYL context : from the perspectives of the children. PhD thesis, University of Warwick.

Preview

PDF WRAP_Theses_Park_2020.pdf - Submitted Version - Requires a PDF viewer. Download (8Mb) | Preview

Request Changes to record.

Abstract

The cognitive-linguistic dimensions of early English literacy development for young South Korean English Language Learners (ELLs) are well documented in terms of phonological awareness, phonics, sight word recognition and cross-language transfer. However, little is known about the relative progress and difficulties experienced by these children when they develop English decoding skills. This research therefore explores the learning progress and challenges of primary-aged Korean ELLs when taking English decoding instruction in terms of cognitive-linguistic and socio-contextual foundations, and suggests effective ways of assisting such learners to develop their English reading skills.

Data were collected through a four-month exploratory intervention in 2017 with 14 children in Seoul, Korea. The participants were aged from eight to 10 and presented a range of English reading abilities. A wide array of mostly qualitative instruments, employing child-friendly methods, were utilized to collect and triangulate data from the children and from their parents, since the home environment is acknowledged to be an important contextual factor affecting FL learning.

The findings revealed that the Korean ELLs’ age, schooling experiences and L1 acquisition gave them a cognitive-linguistic head-start in English decoding skills development in terms of speed, efficiency and spillover effects. However, limited exposure, negative inter-linguistic transfer, including L1 interference, and various contextual pressures such as parenting styles and gaps between the early English reading experiences of the parents and their children were identified as factors causing EFL reading to be a challenging process for many of the learners. Based on these findings and on observation and documentation of the participants’ progress and challenges from their own perspectives, the study offers suggestions for more effective early English reading instruction in Korea in terms of syllabus design, teaching materials and practice, teacher education, parental support, and the national English education policy.

Item Type:	Thesis (PhD)
Subjects:	L Education > LB Theory and practice of education > LB1501 Primary Education P Language and Literature > P Philology. Linguistics P Language and Literature > PE English
Library of Congress Subject Headings (LCSH):	English language -- Study and teaching (Elementary) -- Foreign speakers, English language -- Study and teaching (Elementary) -- Korea (South), Second language acquisition, Language acquisition -- Age factors, Bilingualism in children -- Korea (South)
Official Date:	February 2020
Dates:	Date Event February 2020 UNSPECIFIED
Institution:	University of Warwick
Theses Department:	Centre for Applied Linguistics
Thesis Type:	PhD
Publication Status:	Unpublished
Supervisor(s)/Advisor:	Pinter, Annamaria ; Strelluf, Christopher
Format of File:	pdf
Extent:	xv, 301 leaves : illustrations (some colour)
Language:	eng

Request changes or add full text files to a record

Repository staff actions (login required)

View Item

Downloads