| Summary: | 博士 === 國立臺灣師範大學 === 英語研究所 === 88 === ABSTRACT
Researchers have proposed a universal function of phonological processing in reading tasks regardless of the writing systems of languages. That is, when learning languages, learners should acquire abilities to process phonological information of spoken and written languages of the target languages regardless of their orthographic representations. Their proposal reveals the importance of EFL learners'' abilities to phonologically process English spoken and written languages. The current study was thus conducted to investigate Taiwanese EFL learners'' abilities to phonologically process English spoken and written languages.
Six tasks on phonologically processing English spoken and written stimuli were given to 97 five-year junior college freshmen to examine their phonological processing abilities. The results of the study provide information about the subjects'' abilities to phonologically process English spoken and written stimuli, the correlations between the various tasks, and the predictive validity of the phonological processing tasks for the subjects'' performances of recoding and spelling. The findings of the study of EFL teenage learners are similar to the previous findings of studies of native English speaking children, regarding these three issues.
The findings also provide some information about the influence that the subjects'' language background has on their processing English stimuli. Some implications for English teaching/learning deriving from the findings are presented. Since what have been explored in the current study are in relation to the notion of phonics, a brief review on phonics is presented, too.
Key words: phonemic awareness, phonologicl processing, recoding, reading
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