영어 음소 인식 지도에 대한 메타 분석

A meta-analysis of English phonemic awareness instruction.

A quantitative meta-analysis evaluating the effects of English phonemic awareness (PA) instruction on reading, writing, and affective domain outcomes for Korean EFL learners was conducted. A meta-analysis of 34 PA studies showed that the overall effect size of PA instruction was significant (.836). PA instruction exerted a statistically significant impact on phonemic awareness(1.073), reading(.675), writing(.817) and affective domain outcome(.752) for Korean primary and kindergarten learners. Moderator variables analysis also showed significant results. First, PA instruction for 6-9 year old learners (.929) was more effective than for 10-11 or 12-13 year olds. Second, PA activities using nursery rhymes, songs, poems, and chants characterized by rhythm and melody (.869) had more positive effects than games or storytelling do. Third, two PA tasks (.973) were more effective than one or more than three tasks. Fourth, rhyme and onset PA tasks (1.047) were more effective than just rhyming tasks or various PA tasks. Lastly, PA instruction lasting more than 10 hours (.946) was more effective than 1 to 4.5 hour or 5 to 9.5 hours periods of instruction. In sum, PA instruction had a significant effect on developing Korean learners’ English phonemic awareness, literacy (reading and writing abilities), and affective domain for learning English.