Date of Publication

2024

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Applied Linguistics

Subject Categories

Linguistics

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Dept of English and Applied Linguistics

Thesis Advisor

Aireen Barrios Arnuco

Defense Panel Chair

Rochelle Irene G. Lucas

Defense Panel Member

Ma. Joahna Mante Estacio
Marianne Jennifer M. Gaerlan
Aileen B. Del Rosario
Alejandro Bernardo

Abstract (English)

Phonological transfer is common in learning a second or foreign language, especially regarding phonological awareness (PA). Previous research on phonological transfer between English and Chinese mainly focused on Chinese immigrants and students in English-speaking communities like Hong Kong and Singapore, often targeting kindergarteners or first graders. In contrast, mainland China, as a monolingual community with English as a foreign language, presented a unique and largely unexplored scenario. Furthermore, the predictive power of each PA sub-skill on language ability had rarely been computed. This study focused on third graders in a typical Chinese community who had been learning English for less than a year. It aimed to assess their PA in both Chinese and English, explore the relationships between PA sub-skills (syllable awareness, onset-rime awareness, and phoneme awareness), identify phonological transfer from Chinese to English, and determine the predictive power of each PA sub-skill on language ability in both languages. The study used adapted phonological measuring instruments for Chinese onset-rime awareness (COR) and phoneme awareness (CP), as well as English syllable awareness (ES), onset-rime awareness (EOR), and phoneme awareness (EP). Scores from official final examinations, including a Chinese ability test (CAT) and an English ability test (EAT), were also analyzed. Methods included descriptive statistics, Pearson correlation analysis, and regression analysis.Results showed that third graders performed better in CP and ES. All variables (COR, CP, CPA, ES, EOR, EP, EPA, CAT, and EAT) were significantly correlated, with relationships ranging from very weak to strong. The study found positive phonological transfer from Chinese PA to English PA, particularly noting that CP significantly predicted each sub-level of English PA. Additionally, Chinese ability, English PA, and EOR awareness were significant predictors of English ability. Recommendations for policymakers, teachers, and parents were provided to improve EFL teaching and learning in mainland China.

Abstract Format

html

Note

Undated. Publication date supplied.

Language

English

Format

Electronic

Keywords

English language—Study and teaching; Phonological awareness; Second language acquisition

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