The effects of L1 orthographic features and phonological awareness on Chinese speakers learning to read in English

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The effects of L1 orthographic features and phonological awareness on Chinese speakers learning to read in English

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dc.contributor.advisor Sardegna, Veronica G.
dc.creator Moody, Joe William
dc.date.accessioned 2011-02-21T15:18:38Z
dc.date.accessioned 2011-02-21T15:18:43Z
dc.date.available 2011-02-21T15:18:38Z
dc.date.available 2011-02-21T15:18:43Z
dc.date.created 2010-12
dc.date.issued 2011-02-21
dc.date.submitted December 2010
dc.identifier.uri http://hdl.handle.net/2152/ETD-UT-2010-12-2272
dc.description.abstract This report focuses on language transference between alphabetic (English) and logographic, non-alphabetic (Chinese) languages, with respect to the importance of phonemic awareness in literacy acquisition. Within large ESL/EFL classrooms, language learners from all cultures are taught in the same way. Instruction rarely caters for specific problems directly associated with L1 transfer or the learner’s culture. The purpose of this report is not only to gain a better understanding of the differences in literacy acquisition between the two languages (English and Chinese), but also to assess the impact of this difference on Chinese children learning how to read in English. Research is examined that focuses on the role that phonemic awareness plays in the acquisition of English literacy and in the acquisition of Chinese literacy. The relationship between Chinese orthographic features and word recognition processing in English as a second language is explored as well as cross-language transfer of phonological awareness and its effect on English literacy acquisition. Pedagogical implications are also discussed on how to apply these findings to the classroom for instructors of English as a second language.
dc.format.mimetype application/pdf
dc.language.iso eng
dc.subject Phonological awareness
dc.subject Phonemic awareness
dc.subject Chinese
dc.subject ESL
dc.subject English as a second language
dc.subject Second language acquisition
dc.subject Orthography
dc.subject Literacy
dc.subject Language transference
dc.title The effects of L1 orthographic features and phonological awareness on Chinese speakers learning to read in English
dc.date.updated 2011-02-21T15:18:43Z
dc.contributor.committeeMember Schallert, Diane
dc.description.department Foreign Language Education
dc.type.genre thesis
dc.type.material text
thesis.degree.department Foreign Language Education
thesis.degree.discipline Foreign Language Education
thesis.degree.grantor University of Texas at Austin
thesis.degree.level Masters
thesis.degree.name Master of Arts

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