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Implications from Phonology for Teaching Reading and L2

Implications from Phonology for Teaching Reading and L2. Freeman and Freeman, Chapter 4. Phonemic Awareness (PA). Definition: knowledge that words in oral language are made up of individual sounds Linked to good readers – cause & effect?

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Implications from Phonology for Teaching Reading and L2

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  1. Implications from Phonology for Teaching Reading and L2 Freeman and Freeman, Chapter 4

  2. Phonemic Awareness (PA) • Definition: knowledge that words in oral language are made up of individual sounds • Linked to good readers – cause & effect? • Aural + alphabet (letters) = phonics (phonemes  letters)

  3. Word recognition Teach PA directly and sytematically PA = ability to perceive and minipulate individual sounds Metalinguistic, conscious knowledge Taught and tested in isolation from meaningful L use Sociolinguistic Learners attend to meaning, not sounds PA = perceive of stream of speech as individual sounds Subconscious knowledge, natural Awareness (acquisition); sound-letter connection (read to); conscious awareness (spelling) Two views

  4. L2 teaching and phonology (ALM) • Contrastive analysis: L1-L2 correspondences and implications • L1 has feature closely matched by L2 (č; m; f) • Positive transfer • L1 has feature that resembles L2 (si-see; lo-low; tu-two; de-day; no-no) • Negative transfer • L1 has feature that L2 lacks or is represented by another feature (“r” [ŕ]-Ø; “r” [r]-”t, tt, d, dd” [D]; V ”d” V [ð]-”th” [ð]) • Negative transfer

  5. L2 teaching and phonology (Natural Approach) • Learners develop phonology, morphology, syntax in natural order • No grammatical sequencing of instruction • Instruction should mirror L1 acquisition; model natural communication & provide comprehensible input • Phonology is too complex to be learned

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