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|Title:||Teaching EFL Beginning Readers|
Department of English, NTNU
This paper explored English early reading education in East Asia by examining English curricula for beginning readers. Five EFL curricula in East Asia – China, Hong Kong, Japan, South Korea, and Taiwan were investigated. Based on current theories of early reading development, the beginning-stage reading objectives in these EFL curricula were analyzed according to (1) components of early reading, such as conventions of print, letter knowledge, grapheme-phoneme correspondences, and phonological awareness; (2) word recognition strategies, such as sight words, decoding, contextual guessing, as well as affixes and roots; (3) fluency strategies, such as oral reading; (4) reading comprehension strategies, such as prediction, monitoring, skimming, etc. The results show that skill and knowledge essential to word recognition development such as decoding and grapheme-phoneme correspondences were included in the majority of the EFL curricula examined. However, phonological awareness, an important component skill to the development of decoding, was not found in most of the EFL curricula analyzed. Further research needs to investigate the role that phonological awareness plays in EFL children's decoding development.
|Appears in Collections:||英語教學|
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