Open AccessThe Relationship between English Phonological Awareness of Chinese English Learners and Their English Skills
Author(s) -
Min Hou
Publication year - 2019
Publication title -
theory and practice in language studies
Language(s) - English
Resource type - Journals
eISSN - 2053-0692
pISSN - 1799-2591
DOI - 10.17507/tpls.0901.07
Subject(s) - spelling , active listening , phonological awareness , psychology , reading (process) , rhyme , syllable , task (project management) , linguistics , communication , philosophy , poetry , management , economics
This study investigated the relationship between English phonological awareness (PA) of Chinese English learners and their three English skills (reading, spelling, and listening). Four-hundred college students participated in the study. The results of correlation and regression analyses demonstrated that: 1) overall PA correlated significantly with the three skills and predicted spelling strongly, listening intermediately, and reading weakly; 2) the three levels of PA had differential effects on English skills: reading was only significantly predicted by syllable awareness, spelling by onset-rhyme and phoneme awareness, and listening by all levels of PA; and 3) the predictive effects of tasks corresponded to the difficulty of the processing skill required by a task. This study has borne out a vital role of English PA in improving adult Chinese English learners’ English skills.