The Effectiveness of Synthetic Phonics Instruction for Developing the Phonemic Awareness of Japanese Elementary School Students
This study examined whether English literacy instruction given to Japanese second-grade elementary school students facilitated the development of their phonemic awareness. Two research questions were set: (1) Can synthetic phonics instruction improve the phonemic awareness of elementary school stude...
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Published in | Journal of Elementary Education and Curriculum Vol. 12; pp. 41 - 49 |
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Main Author | |
Format | Journal Article |
Language | Japanese |
Published |
The Society of Elementary Education and Curriculum
31.03.2024
初等教育カリキュラム学会 |
Subjects | |
Online Access | Get full text |
ISSN | 2187-6800 2759-4629 |
DOI | 10.60451/seec.12.0_41 |
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Abstract | This study examined whether English literacy instruction given to Japanese second-grade elementary school students facilitated the development of their phonemic awareness. Two research questions were set: (1) Can synthetic phonics instruction improve the phonemic awareness of elementary school students? and (2) Are there differences in the effects of synthetic phonics instruction depending on the different types of the Phoneme Oddity Task? A total of twelve sessions of synthetic phonics instruction were given to 17 Japanese second-grade elementary school students. The instruction consisted of six activities for English reading and writing. A pretest was administered the day before the first instruction, and a posttest was given three days after the last instruction. For the tests, all participants had a Phoneme Oddity Task. There were two types of tasks in the Phoneme Oddity Task:an Open Oddity task, focusing on the first sound of a word, and an End Oddity task, focusing on the last sound of a word, where the participants tried to identify the odd word out that has different phonetic characteristics than the other three words after listening to four words. The results showed that (1) phonological awareness was improved, and (2) there was no significant difference in the effectiveness of the instruction depending on the type of task. |
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AbstractList | This study examined whether English literacy instruction given to Japanese second-grade elementary school students facilitated the development of their phonemic awareness. Two research questions were set: (1) Can synthetic phonics instruction improve the phonemic awareness of elementary school students? and (2) Are there differences in the effects of synthetic phonics instruction depending on the different types of the Phoneme Oddity Task? A total of twelve sessions of synthetic phonics instruction were given to 17 Japanese second-grade elementary school students. The instruction consisted of six activities for English reading and writing. A pretest was administered the day before the first instruction, and a posttest was given three days after the last instruction. For the tests, all participants had a Phoneme Oddity Task. There were two types of tasks in the Phoneme Oddity Task:an Open Oddity task, focusing on the first sound of a word, and an End Oddity task, focusing on the last sound of a word, where the participants tried to identify the odd word out that has different phonetic characteristics than the other three words after listening to four words. The results showed that (1) phonological awareness was improved, and (2) there was no significant difference in the effectiveness of the instruction depending on the type of task.
本研究は,小学校2年生を対象に英語の読み書き能力を養うための1つの指導法であるシンセティック・フォニックス指導を行い,音韻認識能力の発達が促進されるかどうかを検討することを目的としたものである。17名の児童を対象に,英語の読み書きのための6つの活動で構成されている約10分間のシンセティック・フォニックス指導を計12回行った。事前テストと事後テストは,Open Oddity Task(単語の初めの音に注目)とEnd Oddity Task(単語の終わりの音に注目)の2種類の課題を実施し,児童は4つの単語のうち他の3つの単語と異なる音声的特徴を持つ単語(odd word)を選択した。その結果,指導によって児童の音韻認識能力が向上していたことが示唆され,課題の種類にかかわらず効果があったことが示された。 This study examined whether English literacy instruction given to Japanese second-grade elementary school students facilitated the development of their phonemic awareness. Two research questions were set: (1) Can synthetic phonics instruction improve the phonemic awareness of elementary school students? and (2) Are there differences in the effects of synthetic phonics instruction depending on the different types of the Phoneme Oddity Task? A total of twelve sessions of synthetic phonics instruction were given to 17 Japanese second-grade elementary school students. The instruction consisted of six activities for English reading and writing. A pretest was administered the day before the first instruction, and a posttest was given three days after the last instruction. For the tests, all participants had a Phoneme Oddity Task. There were two types of tasks in the Phoneme Oddity Task:an Open Oddity task, focusing on the first sound of a word, and an End Oddity task, focusing on the last sound of a word, where the participants tried to identify the odd word out that has different phonetic characteristics than the other three words after listening to four words. The results showed that (1) phonological awareness was improved, and (2) there was no significant difference in the effectiveness of the instruction depending on the type of task. |
Author | SASAKI, Riho |
Author_FL | 佐々木 里萌 |
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DocumentTitleAlternate | 日本人児童の音韻認識能力向上における シンセティック・フォニックス指導の効果 |
DocumentTitle_FL | 日本人児童の音韻認識能力向上における シンセティック・フォニックス指導の効果 |
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References | 加藤茂夫・入山満恵子・山下桂世子・渡邊さくら(2020)「シンセティック・フォニックス指導効果検証の試み—新潟県南魚沼市の取り組みから—」『小学校英語教育学会誌』 20,272-287 物井尚子(2021)「小学校低学年の英語の音韻認識・音素認識の特徴を探る—1年間の縦断的研究から—」『JASTEC 研究紀要』40,65-80 池田周(2015)「英語音韻認識技能の困難度に影響を及ぼす要因」『愛知県立大学大学院国際文化研究科論集』 16,23-43 村上加代子(2015)「英語の学習初期における読み書き指導の在り方の検討—基礎的な力としてのデコーディングと音韻意識スキル獲得の必要性について—」『神戸山手短期大学紀要』58,57-73 Loizou, M., & Stuart, M.(2003). Phonological awareness in monolingual and bilingual English and Greek five-year-olds. Journal of Research in Reading, 26(1), 3-18 アレン玉井光江(2019)『小学校英語の文字指導—リテラシー指導の理論と実践—』東京書籍 池田周(2018)「日本語を母語とする小学生の音韻認識—音素操作タスクに見られるモーラ認識の影響—」『小学校英語教育学会誌』18,52-67 ジョリーラーニング社(山下桂世子監訳)(2017)『はじめてのジョリーフォニックス—ティーチャーズブック—』東京書籍 文部科学省(2018)「小学校学習指導要領(平成29年度告示)解説 外国語活動・外国語編」 https://www.mext.go.jp/component/a_menu/education/micro_detail/_icsFiles/afieldfile/2019/03/18/1387017_011.pdf 木澤利英子・篠ケ谷圭太(2021)「読み書き能力の素地を育む試み」『JASTEC 研究紀要』40,215-230 李思嫻・湯澤正通・関口道彦(2009)「日本語母語幼児と中国語母語幼児における英語音韻処理の違い」『発達心理学研究』20,289-298 アレン玉井光江(2022)「公立小学校における読み書きプログラムの検証—文字知識から語彙知識への体系的な指導—」『JASTEC 研究紀要』41,19-38 Wydell, T.N., & Butterworth, B(1999). A case study of an English-Japanese bilingual with monolingual dyslexia. Cognition, 70, 273-305 アレン玉井光江(2013)「公立小学校におけるSynthetic Phonicsの実践—アルファベット知識と音韻認識能力の発達—」『ARCLE 研究紀要』7,68-78 入山満恵子・加藤茂夫・渡邊さくら・山下桂世子(2019)「日本語を母語とする中学生への効果的な英語学習法の検討—統合的フォニックスの活用—」『LD研究』28,262-272 木澤利英子(2018)「シンセティック・フォニックス指導とその効果—児童の非単語反復及びデコーディング力に着目して—」『関東甲信越英語教育学会誌』32,71-84 湯澤美紀・湯澤正通(2017)「多感覚を用いたシンセティック・フォニックスの学習の原理」湯澤美紀・湯澤正通・山下桂世子・藤堂英子(2017)『ワーキングメモリと英語入門』北大路書房,34-41 |
References_xml | – reference: 池田周(2015)「英語音韻認識技能の困難度に影響を及ぼす要因」『愛知県立大学大学院国際文化研究科論集』 16,23-43. – reference: 物井尚子(2021)「小学校低学年の英語の音韻認識・音素認識の特徴を探る—1年間の縦断的研究から—」『JASTEC 研究紀要』40,65-80. – reference: 入山満恵子・加藤茂夫・渡邊さくら・山下桂世子(2019)「日本語を母語とする中学生への効果的な英語学習法の検討—統合的フォニックスの活用—」『LD研究』28,262-272. – reference: 文部科学省(2018)「小学校学習指導要領(平成29年度告示)解説 外国語活動・外国語編」 https://www.mext.go.jp/component/a_menu/education/micro_detail/_icsFiles/afieldfile/2019/03/18/1387017_011.pdf – reference: アレン玉井光江(2013)「公立小学校におけるSynthetic Phonicsの実践—アルファベット知識と音韻認識能力の発達—」『ARCLE 研究紀要』7,68-78. – reference: アレン玉井光江(2019)『小学校英語の文字指導—リテラシー指導の理論と実践—』東京書籍. – reference: ジョリーラーニング社(山下桂世子監訳)(2017)『はじめてのジョリーフォニックス—ティーチャーズブック—』東京書籍. – reference: アレン玉井光江(2022)「公立小学校における読み書きプログラムの検証—文字知識から語彙知識への体系的な指導—」『JASTEC 研究紀要』41,19-38. – reference: 李思嫻・湯澤正通・関口道彦(2009)「日本語母語幼児と中国語母語幼児における英語音韻処理の違い」『発達心理学研究』20,289-298. – reference: Loizou, M., & Stuart, M.(2003). Phonological awareness in monolingual and bilingual English and Greek five-year-olds. Journal of Research in Reading, 26(1), 3-18. – reference: 池田周(2018)「日本語を母語とする小学生の音韻認識—音素操作タスクに見られるモーラ認識の影響—」『小学校英語教育学会誌』18,52-67. – reference: 村上加代子(2015)「英語の学習初期における読み書き指導の在り方の検討—基礎的な力としてのデコーディングと音韻意識スキル獲得の必要性について—」『神戸山手短期大学紀要』58,57-73. – reference: 木澤利英子・篠ケ谷圭太(2021)「読み書き能力の素地を育む試み」『JASTEC 研究紀要』40,215-230. – reference: 湯澤美紀・湯澤正通(2017)「多感覚を用いたシンセティック・フォニックスの学習の原理」湯澤美紀・湯澤正通・山下桂世子・藤堂英子(2017)『ワーキングメモリと英語入門』北大路書房,34-41. – reference: Wydell, T.N., & Butterworth, B(1999). A case study of an English-Japanese bilingual with monolingual dyslexia. Cognition, 70, 273-305. – reference: 加藤茂夫・入山満恵子・山下桂世子・渡邊さくら(2020)「シンセティック・フォニックス指導効果検証の試み—新潟県南魚沼市の取り組みから—」『小学校英語教育学会誌』 20,272-287. – reference: 木澤利英子(2018)「シンセティック・フォニックス指導とその効果—児童の非単語反復及びデコーディング力に着目して—」『関東甲信越英語教育学会誌』32,71-84. |
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SubjectTerms | Phoneme Oddity Task phonemic awareness synthetic phonics シンセティック・フォニックス 音韻認識測定タスク 音韻認識能力 |
Title | The Effectiveness of Synthetic Phonics Instruction for Developing the Phonemic Awareness of Japanese Elementary School Students |
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