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Phonological Awareness and Literacy in L2: Sensitivity to Phonological Awareness and Phoneme-Grapheme Correspondences in L2 English

Phonological Awareness and Literacy in L2: Sensitivity to Phonological Awareness and Phoneme-Grapheme Correspondences in L2 English

Elena Theodosis Kkese
Copyright: © 2022 |Pages: 20
ISBN13: 9781668456828|ISBN10: 1668456826|EISBN13: 9781668456835
DOI: 10.4018/978-1-6684-5682-8.ch073
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MLA

Kkese, Elena Theodosis. "Phonological Awareness and Literacy in L2: Sensitivity to Phonological Awareness and Phoneme-Grapheme Correspondences in L2 English." Research Anthology on Applied Linguistics and Language Practices, edited by Information Resources Management Association, IGI Global, 2022, pp. 1514-1533. https://doi.org/10.4018/978-1-6684-5682-8.ch073

APA

Kkese, E. T. (2022). Phonological Awareness and Literacy in L2: Sensitivity to Phonological Awareness and Phoneme-Grapheme Correspondences in L2 English. In I. Management Association (Ed.), Research Anthology on Applied Linguistics and Language Practices (pp. 1514-1533). IGI Global. https://doi.org/10.4018/978-1-6684-5682-8.ch073

Chicago

Kkese, Elena Theodosis. "Phonological Awareness and Literacy in L2: Sensitivity to Phonological Awareness and Phoneme-Grapheme Correspondences in L2 English." In Research Anthology on Applied Linguistics and Language Practices, edited by Information Resources Management Association, 1514-1533. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-5682-8.ch073

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Abstract

Phonological awareness is the conscious awareness that oral language can be subdivided into subcomponents, including words, syllables, rhymes, and sounds. Its importance has been identified in the development of children's literacy in L1, especially in terms of spelling, writing, and reading. Phonological awareness is of special importance for L2 acquisition as well, suggesting a strong correlation between this metalinguistic proficiency and literacy. This chapter examines this relation in young adults who are already literate in the L1 by providing an overview of the understudied area of L2 phonological awareness and its connection to spoken and written literacy. It is argued that phonological awareness influences spoken and written literacy skills given that L2 English users transfer L1 phonological awareness skills to the target language. In this context, the author suggests that instruction should be provided in the form of short, fun activities matching the interests of the young L2 adults.

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