Engels Addisionele Taalleerders: Ondersteuning vir fonologiese bewustheidsuitvalle Learners with English as additional language: Support for phonological awareness fall-outs
Year: 2014
Type: article
Study design: Clinical Trial
Abstract: PURPOSE: The primary purpose of this study was to investigate the impact of an auditory perceptual \ntraining programme on children within a traditional articulation therapy framework. As part of \nthis larger purpose, this study identified perceptual vowel outcomes for English Additional \nLanguage (EAL) learners, as well as a preliminary impact on these learners’ articulation of \nEnglish vowels, their receptive and expressive language abilities and their reading and spelling \nabilities. \nMETHOD: Fourteen six- to seven-year-old EAL learners were randomly assigned to two conditions. \nBoth the control and treatment groups were initially assessed with a repeated baseline assessment, \nand again after treatment eight months later. Auditory perceptual skills, specifically word \ndiscrimination (including vowel and consonant discrimination), phonological segmentation and \nblending, number memory and sentence memory, were measured by means of the Test of Auditory- \nPerceptual Skills Third Edition (TAPS-3). Children’s growth in receptive language was also \nassessed using measures derived from the Test for Auditory Comprehension of Language Third \nEdition (TACL-3). The number of vowel production errors on the Goldman-Fristoe Test for \nArticulation was measured before and after treatment. The control group received no treatment; \nthe treatment group received auditory perceptual training (grapheme-phoneme coupling and \nvowel discrimination) which included production training and written exercises (phonemegrapheme \ncoupling). RESULTS: The framework of teaching English vowels through traditional auditory perceptual and \nproduction training proved useful for phonological awareness of vowels, literacy teaching and \narticulation by the EAL learners. \nCONCLUSIONS: Results concluded that improved academic outcomes should be possible if the \nteaching of English vowels to EAL learners by EFL speech-language therapists is implemented. \nImproved auditory perception, articulator production and general language abilities culminate \nin improved academic outcomes.
Authors: Salomé Geertsema, Mia le Roux
Institution: University of Pretoria
Language: Afrikaans
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W197744253