ABSTRACT

The purpose of this study was to develop a deeper understanding of a group of South African English Second Language (ESL) Foundation Phase teachers' understanding of, skills in, and training needs to teach phonological awareness (PA) effectively. A qualitative research approach placed within an interpretative paradigm was utilised in two phases. The findings of the first phase reported in this article emphasised Foundation Phase (FP) teachers' inadequate knowledge of PA and their inability to teach PA effectively as a result of insufficient training coupled with their own limited proficiency in English. The findings therefore suggested that a strategy aimed towards developing support is likely to enhance PA teaching and learning in ESL.

摘要

本研究的目的是深入了解一组南非英语第二语言 (ESL) 基础阶段教师对有效教授语音意识 (PA) 的理解、技能和培训需求。置于解释范式中的定性研究方法分两个阶段使用。本文报告的第一阶段的调查结果强调了基础阶段 (FP) 教师对 PA 的了解不足，并且由于培训不足以及他们自己的英语能力有限而无法有效地教授 PA。因此，研究结果表明，旨在发展支持的策略可能会加强 ESL 中的 PA 教学和学习。