| Summary: | 碩士 === 國立中正大學 === 心理學研究所 === 91 === Phonological awareness is considered the critical factor of English learning. This research aims to investigate whether the relationship between the phonological awareness and the word reading of English as foreign language is similar to that of English as first language. In Experiment 1, forty students selected from a junior high school were divided into high and low achievement groups, according to their English proficiency. Each group, containing 20 students, accepted phonological awareness tests. The high achievers were superior to the low ones in all the phonological tasks. However, the phonological tasks effectively predicted the lower achievers’ spelling , especially the pseudo words. In Experiment 2, twelve low achievers were participated in a 4-week phonic training course. The result revealed that training effectively promoted the low achievers’ phonological awareness. Again, pseudo word reading effectively predicted the subjects’ performance in novel word reading. However, the subjects’ novel word reading performance did not show predicted progress. These results might indicate that word reading relies on the ability of phoneme integration, instead of phoneme analysis for English as foreign language learners. The thesis thus suggests that English teachers should focus on both the grapheme-phoneme correspondence rules and the phoneme-synthesis rules while teach word reading.
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