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PHONEMIC AWARENESS AMONG RURAL PRIMARY SCHOOL ENGLISH LANGUAGE TEACHERS IN SARAWAK

Reading is an important skill that needs to be developed from young among children. In supporting them to read, they will first need to learn to decode which involves understanding the alphabetic principle of the written word which is that letters characterise sounds or phonemes. Developing phonemi...

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Main Authors: Joseph, Ramanair, Chen, Siaw We, Soubakeavathi, Rethinasamy, Jecky, Misieng, Ambigapathy, Pandian
Format: Article
Language:English
Published: AESS Publications 2020
Subjects:
PE English
PN Literature (General)
Online Access:http://ir.unimas.my/id/eprint/30530/1/PHONEMIC%20AWARENESS%20AMONG%20RURAL%20PRIMARY%20SCHOOL%20ENGLISH%20LANGUAGE%20-%20Copy.pdf
http://ir.unimas.my/id/eprint/30530/
http://www.aessweb.com/journals/5007
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spelling my.unimas.ir.305302023-10-20T01:40:05Z http://ir.unimas.my/id/eprint/30530/ PHONEMIC AWARENESS AMONG RURAL PRIMARY SCHOOL ENGLISH LANGUAGE TEACHERS IN SARAWAK Joseph, Ramanair Chen, Siaw We Soubakeavathi, Rethinasamy Jecky, Misieng Ambigapathy, Pandian PE English PN Literature (General) Reading is an important skill that needs to be developed from young among children. In supporting them to read, they will first need to learn to decode which involves understanding the alphabetic principle of the written word which is that letters characterise sounds or phonemes. Developing phonemic awareness requires explicit teaching that is systematic and thus, teachers play an important role. This study thus, uncovers the knowledge of phonemic awareness of rural primary school teachers of English as a Second Language (ESL) and their related instructional practices. Data were collected through a semi-structured questionnaire which was completed by five ESL teachers from a rural primary school in Sarawak. The findings revealed that the teachers had limited knowledge of phonemic awareness. Although two of them reported focussing their instructional approaches to develop their students’ phonemic awareness, their self-assessment of this knowledge was low. This limited knowledge would not only affect the design of their instructional practices but also impede the reading success of young ESL learners. AESS Publications 2020 Article PeerReviewed text en http://ir.unimas.my/id/eprint/30530/1/PHONEMIC%20AWARENESS%20AMONG%20RURAL%20PRIMARY%20SCHOOL%20ENGLISH%20LANGUAGE%20-%20Copy.pdf Joseph, Ramanair and Chen, Siaw We and Soubakeavathi, Rethinasamy and Jecky, Misieng and Ambigapathy, Pandian (2020) PHONEMIC AWARENESS AMONG RURAL PRIMARY SCHOOL ENGLISH LANGUAGE TEACHERS IN SARAWAK. International Journal of Asian Social Science, 10 (8). pp. 434-449. ISSN 2224-4441 http://www.aessweb.com/journals/5007 DOI: 10.18488/journal.1.2020.108.434.449
institution Universiti Malaysia Sarawak
building Centre for Academic Information Services (CAIS)
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Malaysia Sarawak
content_source UNIMAS Institutional Repository
url_provider http://ir.unimas.my/
language English
topic PE English
PN Literature (General)
spellingShingle PE English
PN Literature (General)
Joseph, Ramanair
Chen, Siaw We
Soubakeavathi, Rethinasamy
Jecky, Misieng
Ambigapathy, Pandian
PHONEMIC AWARENESS AMONG RURAL PRIMARY SCHOOL ENGLISH LANGUAGE TEACHERS IN SARAWAK
description Reading is an important skill that needs to be developed from young among children. In supporting them to read, they will first need to learn to decode which involves understanding the alphabetic principle of the written word which is that letters characterise sounds or phonemes. Developing phonemic awareness requires explicit teaching that is systematic and thus, teachers play an important role. This study thus, uncovers the knowledge of phonemic awareness of rural primary school teachers of English as a Second Language (ESL) and their related instructional practices. Data were collected through a semi-structured questionnaire which was completed by five ESL teachers from a rural primary school in Sarawak. The findings revealed that the teachers had limited knowledge of phonemic awareness. Although two of them reported focussing their instructional approaches to develop their students’ phonemic awareness, their self-assessment of this knowledge was low. This limited knowledge would not only affect the design of their instructional practices but also impede the reading success of young ESL learners.
format Article
author Joseph, Ramanair
Chen, Siaw We
Soubakeavathi, Rethinasamy
Jecky, Misieng
Ambigapathy, Pandian
author_facet Joseph, Ramanair
Chen, Siaw We
Soubakeavathi, Rethinasamy
Jecky, Misieng
Ambigapathy, Pandian
author_sort Joseph, Ramanair
title PHONEMIC AWARENESS AMONG RURAL PRIMARY SCHOOL ENGLISH LANGUAGE TEACHERS IN SARAWAK
title_short PHONEMIC AWARENESS AMONG RURAL PRIMARY SCHOOL ENGLISH LANGUAGE TEACHERS IN SARAWAK
title_full PHONEMIC AWARENESS AMONG RURAL PRIMARY SCHOOL ENGLISH LANGUAGE TEACHERS IN SARAWAK
title_fullStr PHONEMIC AWARENESS AMONG RURAL PRIMARY SCHOOL ENGLISH LANGUAGE TEACHERS IN SARAWAK
title_full_unstemmed PHONEMIC AWARENESS AMONG RURAL PRIMARY SCHOOL ENGLISH LANGUAGE TEACHERS IN SARAWAK
title_sort phonemic awareness among rural primary school english language teachers in sarawak
publisher AESS Publications
publishDate 2020
url http://ir.unimas.my/id/eprint/30530/1/PHONEMIC%20AWARENESS%20AMONG%20RURAL%20PRIMARY%20SCHOOL%20ENGLISH%20LANGUAGE%20-%20Copy.pdf
http://ir.unimas.my/id/eprint/30530/
http://www.aessweb.com/journals/5007
_version_ 1781710300760768512
score 13.211869

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