UNIVERSITI MALAYSIA SABAH
SEKOLAH PENDIDIKAN DAN PEMBANGUNAN SOSIAL
LINGUISTICS FOR ESL TEACHERS
INVESTIGATING PHONOGICAL AND PHONETIC AWARENESS OF PRIMARY SCHOOL STUDENTS IN SABAH
NAMA PELAJAR NO.MATRIKS
MERVYN B.ANIP@PETRUS CT11210025
LEONARD RAY PETER CT11210019
HILDA BT ROBERT @ ALEXANDER RUPERT CT11210187
ZAKISA REDOBLE CT11210464
Ms. SOOK JHEE YOON
1 NOVEMBER 2013
Investigating Phonological and Phonetic Awareness of Primary School Student in Sabah.
Phonological awareness refers to one’s awareness of speech sounds. A person with
strong phonological awareness is said to have “the ability to store, access, retrieve
and manipulate the auditory units of words” (Manisah, 2000). Such ability with the
sounds of spoken language enables one to readily apply one’s phonological
awareness skills to decode print (read). Phonological awareness is documented as
one of the predictors of literacy development and has long been associated with the
acquisition of alphabetic reading skills (Cupples & Iacono, 2000; Smith et al., 2001).
Children experiencing difficulties in developing their literacy are said to have poor
phonological awareness (Borstrøm & Elbro, 1997) .
Phonemic awareness refers to the specific ability to focus on and manipulate individual sounds (phonemes) in spoken words. Phonemes are the smallest units comprising spoken language. Phonemes combine to form syllables and words. For example, the word 'mat' has three phonemes: /m/ /a/ /t/. There are 44 phonemes in the English language, including sounds represented by letter combinations such as /th/. Acquiring phonemic awareness is important because it is the foundation for spelling and word recognition skills. Phonemic awareness is one of the best predictors of how well children will learn to read during the first two years of school instruction.
Phonological awareness is the ability to...