대표어
한국학술지인용색인(NRF)
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This study investigated Korean children’s awareness of English onset–rime boundaries relative to their awareness of syllables and phonemes, examining how these three phonological levels contribute to their ability to accurately map phonemes onto graphemes. A total of 101 Korean elementary school students learning English participated in the study. They completed three distinct phonological oddity tasks targeting syllable, onset–rime, and phoneme awareness, as well as a phoneme–grapheme identification task. The results indicated that the children demonstrated the highest level of awareness for syllables, followed by phonemes and onset–rimes. While a significant difference was observed between syllable and onset-rime awareness, the differences between syllable and phoneme awareness, and between onset-rime and phoneme awareness, were not statistically significant. Positive correlations were found between awareness of all three phonological units and phoneme–grapheme correspondence. Among the three predictors, onset–rime awareness emerged as the strongest and most significant predictor, followed by syllable awareness; phoneme awareness, however, did not significantly predict mapping ability. Pedagogical implications are discussed regarding early L2 literacy instruction and teacher education for Korean learners of English.
This study investigated Korean children’s awareness of English onset–rime boundaries relative to their awareness of syllables and phonemes, examining how these three phonological levels contribute to their ability to accurately map phonemes onto graphemes. A total of 101 Korean elementary school students learning English participated in the study. They completed three distinct phonological oddity tasks targeting syllable, onset–rime, and phoneme awareness, as well as a phoneme–grapheme identification task. The results indicated that the children demonstrated the highest level of awareness for syllables, followed by phonemes and onset–rimes. While a significant difference was observed between syllable and onset-rime awareness, the differences between syllable and phoneme awareness, and between onset-rime and phoneme awareness, were not statistically significant. Positive correlations were found between awareness of all three phonological units and phoneme–grapheme correspondence. Among the three predictors, onset–rime awareness emerged as the strongest and most significant predictor, followed by syllable awareness; phoneme awareness, however, did not significantly predict mapping ability. Pedagogical implications are discussed regarding early L2 literacy instruction and teacher education for Korean learners of English.권호기사
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