Studies in Theoretical and Applied Linguistics
Edited By Robert Kiełtyka and Agnieszka Uberman
This volume presents a collection of interdisciplinary papers pertaining to the most thought-provoking problems in the areas of both theoretical and applied linguistics. The contributors focus on contemporary developments in morphological, semantic and pragmatic theorizing. The contributions are also devoted to various aspects of the methodology of teaching English as well as some intricacies of translation.
Development of Early Literacy Skills in EFL: Problems and Solutions (Barbara Struk / Halina Chodkiewicz)
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Barbara Struk, Halina Chodkiewicz
Development of Early Literacy Skills in EFL: Problems and Solutions
Abstract: Learning to read in a foreign language cannot be expected to simply occur as a by-product of the target language global development. It has to be recognized as a complex process that depends on many factors, one that requires intentional, strategic, and research-based classroom instruction. This care and consideration is particularly due when (1) the learner is at the initial stages of learning to read and (2) when the target language represents an opaque orthography, that is when the connections between graphemes and phonemes are frequently irregular. This paper attempts to look at those issues while considering some problems experienced by Polish primary school learners learning to read in English as a foreign language. First, the process of learning to read in a second/foreign language is compared to learning to read in the native language. Then, three basic hypotheses concerning the interdependence between L1 and L2 reading are discussed. Finally, major difficulties in learning to read in a foreign language stemming from learners’ limited vocabulary knowledge and insufficient phonological abilities are tackled. It is postulated that EFL teachers need to develop an awareness of potential problems early learners face so as to respond to them by using appropriate instructional procedures. Helpful solutions to these problems can come, among others, from enhancing learners’ phonological sensitivity and teaching them how to use efficient strategies in word decoding.
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