چکیده:
Systematic phonics instruction in first language education has recently received considerable research attention due to its critical role in facilitating phonological awareness and processing skills. However, little is known about the effects of systematic phonics instruction on foreign language reading and spelling in an EFL context. This study examined the effects of spelling-based phonics instruction on 9-12 year old Persian speaking learners’ reading and spelling English words. The participants were randomly assigned into two groups: a control group who received non-phonics instruction, and an experimental group who received spelling-based phonics instruction. CORE Phonics Survey (2003), a battery of diagnostic tests and tasks, was used to uncover the effects of phonics on oral reading and word spelling development of the learners. The results of independent-samples t-test revealed that after 10-weeks of instruction, the spelling-based phonics instruction had really significant effects on improving both young Iranian EFL learners’ oral reading and whole word spelling. In other words, the experimental group benefited from spelling-based phonics instruction compared to the group with non-phonics instruction.
خلاصه ماشینی:
The results of independent-samples t-test revealed that after 10-weeks of instruction, the spelling-based phonics instruction had really significant effects on improving both young Iranian EFL learners’ oral reading and whole word spelling.
The need of such research brings to the mind the question of whether phonics instruction is equally effective in English literacy (reading and spelling) development irrespective of learners and learning contexts, or whether any approach to phonics instruction toward literacy in inner circle contexts has absolutely similar implications for outer or expanding circle contexts.
On these points, the advocates of whole language have a strong belief in learning sound-letter system through immersing learners in a print-rich environment (weaver, 1998), whereas phonics advocates emphasize on systematic and explicit skills instruction that facilitate letter perception, phonemic awareness, and word decoding skills (Adams, 1990; Beck & Juel, 1995; Chall, 1996; Stanovich, 1991; Sweet, 1997).
" (Department for Employment & Education, 1998) Consequently, textbooks which could meet aforementioned criteria were identified; instruction was provided by the use of the Making Words, Grade 1: Lessons for Home or School (Cunningham & Hall 2014), and for the comparison class implementing non-phonics instruction, Family and Friends alphabet book and starter, (Simmons, Thompson, & Quintana, 2009) was provided for the purpose of instruction.
00 The results suggest that spelling-based phonics instruction really does have an effect on reading for real and pseudo words.
Specifically, the results suggest that when the learners are under spelling-based phonics instruction, their ability for reading words improves.