ARCLE No.2

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2 The Relationship between Alphabetical Knowledge and Phonological Awareness among Elementary School Children Mitsue ALLEN-TAMAI Chiba University Abstract This study investigates the effect of teaching the alphabet and raising phonological awareness to develop an effective literacy program for Japanese elementary school children learning English. This reports a part of a three-year longitudinal study on 130 Japanese elementary school children who received special training in alphabet letters and phonological awareness for two years during their 5 th and 6 th grades. These participants were administered tests to measure alphabetical knowledge of upper case letters and to measure phonological awareness twice during this period. Regarding the effect of alphabet and phonological training, there were statistically significant differences between pre and post tests in both kinds of tests, which assured knowledge gain of alphabetical letters and improvement of phonological awareness. Additionally, the following three things were found: 1) writing knowledge of alphabet letters predicted word orthographic knowledge, 2) alphabetical knowledge predicted development of their phonemic awareness and 3) the participants were found to use their mora knowledge, the Japanese basic phonological unit, when segmenting English words. Although this study only examined one group of children, which makes it difficult to generalize to the whole population, these findings indicate that alphabet teaching would benefit children in developing future reading ability. Keywords Literacy Development, Vocabulary Development, Phonological Awareness, Elementary School Children

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13 ARCLE (1) onset nucleus:coda: rime (2) Adams, M. J. (1990). Beginning to read. Cambridge: MIT Press. Allen-Tamai, M.(2006). Development of Phonological Awareness in a Foreign Language Among Young Japanese Learners,. Ehri, L. C., Nune, S. R., Willows, D. M., Schuster, B. V., Yaghoub-Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel s meta-analysis. Reading Research Quarterly, 36,3, Kirtley, C., Bryant, P., Maclean, M. & Bradley, L. (1989). Rhyme, rime, and the onset of reading. Journal of Experimental Child Psychology 48, Share, D., Jorm, A., Maclean, R., & Matthews, R. (1984). Sources of individual differences in reading acquisition. Journal of Educational Psychology, 76, Treiman, R., Tincoff, R., Rodriguez, K., Mouzaki,A., & Francis, D. J. (1998). The foundations of literacy: learning the sounds of letters. Child Development, 69, Treiman, R., Tincoff, R., & Richmond-Weltry, E. D. (1997). Beyond zebra: Preschoolers knowledge about letters. Applied Psycholinguistics 18, STEP pp

14 A report on Japanese preschoolers' study of English as a foreign language, and the influence of multimedia learning materials on their achievement Hiroko TOYODA Tokyo University of Technology Abstract This is a report of a pilot study which investigates levels of achievement in English attained by six-year old Japanese children (thirty-three in total) who studied English as a foreign language before entering elementary school. Two groups of children were given three English tests: an English vocabulary test, an English intonation recognition test, and a short version of an English language ability assessment test which is commonly taken by children in Japan. One group of children (Group A) studied English at home, occasionally supported by their parents who were not necessarily confident in using English. They used English language learning kits, produced by a Japanese publishing company and delivered to children's houses bimonthly for two years. The kits consisted of DVDs, CDs, activity books, games, and electronic learning tools (e.g. interactive digital textbook, voice recorder, quiz machine). The other group of children (Group B) had some English language learning experience but did not use these kits. The major findings were: (1) Group A outperformed Group B on the English vocabulary test and the sample version of English language ability assessment test, and (2) Both groups had difficulty distinguishing English intonation from that of other languages such as French, Chinese, Spanish, Russian and Arabic, particularly when they heard only the pitch without words. It seems that if children can learn English with multimedia learning tools, which provide opportunities to play games and use quiz formats, they can learn English vocabulary to a certain extent without having to learn it from English teachers through actual verbal interactions. However, Japanese children seem to rely on meanings of words to recognize English, perhaps due to the insufficient exposure to English in their environment. Children's independent study experience also seems to enhance their ability to concentrate on test questions. Moreover, testing children's English ability by having them match pictures with what they hear can pose difficulties because the pictures themselves sometimes distract the children. Finally, questions remain whether children's English productive skills

15 can be learned by independent study and how the attainment of such skills can be assessed. Key words English as a Foreign Language, Young Learners, Multimedia Language Learning, Language Testing DVDCDDVD DVDCD DVDCD DVD DVD 2

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23 It s rabbit ) chipmunk b 1. Here is a dish. 2. Here is a cup. 3. Here is a chair. 2 cup Is it eleven o clock? 1. No, it s one o clock. 2. No, it s ten o clock. 3. Yes, it is. 2 No No hot I am a fruit. I m long. I m yellow. What am I? 3 long long

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28 4 English 5 Cummins(1984) 6 CD Ver Boersma and Weenink2006 CD 4 CD 7 (: pp.) 8 () BRONZE 9 Singleto(1989)Harley(1986)Snow(1987)Gardner(1985) Boersma P. and Weenink D. (2006). PRAAT: Doing phonetics by computer.website: Cummins, J. (1983). Bilingualism and Special Education: Issues in Assessment and Pedagogy. Clevedon: Multilingual Matters. Gardner, R.C. (1985). Social Psychology and Second Language Learning: the Role of Attitudes and Motivation. London: Edward Arnold. Harley, B. (1986). Age in Second Language Acquisition. Avon: Multilingual Matters. Singleton, D. (1989). Language Acquistion: The Age Factor. Clevedon: Multilingual Matters.

29 Snow, C.E. (1987). Relevance of the Notion of a Critical Period to Language Acquisition. Sensitive Periods in Development: An Interdisciplinary Perspective, pp Hillsdale: Lawrence Erlbaum Associates CD BRONZESILVERGOLD.

ARCLE No.2

ARCLE No.2 The Relationship between Alphabetical Knowledge and Phonological Awareness among Elementary School Children Mitsue ALLEN-TAMAI Chiba University Abstract This study investigates the effect of teaching the