Effectiveness of Phonics Instruction on Reading Motivation of Korean Elementary EFL Learners

• 발행기관: 융합영어영문학회
• 저자명: Joan Yoon
• 간행물 정보: 『융합영어영문학(구.English Reading and Teaching)』융합영어영문학 제 3권 1호, 1~21쪽, 전체 21쪽
• 주제분류: 인문학 > 언어학
• 파일형태: PDF
• 발행일자: 2018.06.30

영문 초록

This present study examines the effectiveness of phonics instruction on reading motivation of Korean elementary school students in English beginning levels. Fifteen first-graders in an after-school phonics program in a private elementary school participated in the study without any previous English instructions. Compared to their peers in the regular English class, they were not able to read any English word. Since phonics is one of the keystones to read English, which leads to higher reading motivation, phonics program was instructed for 40 weeks in a year with 18 exercise books. Three types of measurement methods were integrated to present how phonics instruction was effective on raising student’s reading motivation. First, self-questionnaire for students was designed based on a theoretical framework ‘MPR-R’. (The Motivation to Read Profile-Revised; Malloy, Marinak, Gambrell, Mazzoni, 2013) Second, in-class reading activities were video-recorded to evaluate students’ progress. Third, follow-up questions including reading comprehension and self-assessment were asked. Research findings suggest that phonics instruction is a significant contributor to increase young EFL learners’ reading motivation as well as reading competence.

목차

Ⅰ. Introduction

Ⅱ. Literature Review

Ⅲ. Research Design

Ⅳ. Results

Ⅴ. Discussion

인용문헌

Abstract

키워드

파닉스 읽기 동기 초등 EFL 학습자 MPR-R(읽기 동기개요 개정판) phonics reading motivation EFL learners MPR-R(The Motivation to Read Profile-Revised)