目次
- Chapter 1 Introduction
- 1.1.English education in Japanese elementary schools−A historical summary
- 1.2.Aims and objectives
- 1.3.Rationale and research questions
- 1.4.Overview of the book
- Chapter 2 Phonological Awareness and its Importance for Japanese Children Learning English
- 2.1.Introduction
- 2.2.Phonological awareness and its development
- 2.3.Phonological awareness and early reading development in L1
- 2.4.Japanese children’s phonological awareness and speech segmentation in L1
- 2.5.Phonological awareness necessary for Japanese children in learning to read in English
- 2.6.The necessity of phonological awareness instruction for Japanese children learning English
- 2.7.The instruction of phonological awareness
- 2.8.The factors affecting the item difficulty in the phonological awareness assessment
- 2.9.Chapter summary
- Chapter 3 Methodology
- 3.1.Research Design
- 3.2.The intervention
- 3.3.Chapter summary
- Chapter 4 The Results
- 4.1.Actual sessions
- 4.2.Lower‐case letter‐name knowledge
- 4.3.Phonological awareness skills
- 4.4.Letter sounds−Short vowels and basic consonants
- 4.5.Skills and knowledge for early word reading
- 4.6.The results of children’s questionnaires before and after the intervention
- 4.7.Children’s reactions to the reflection sheets
- 4.8.Summary
- Chapter 5 Discussion
- 5.1.The effectiveness of the phonological awareness instruction in‘Foreign Language Activities’
- 5.2.Summary
- Chapter 6 Conclusion
- 6.1.Main findings of this study
- 6.2.Theoretical implications
- 6.3.Practical implications
- 6.4.Limitations and future directions
- 6.5.Concluding statement
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