This study examines the knowledge of language components in 44 teachers of English as a foreign language (EFL). These components include phonology, orthography, and morphology, for reading and spelling instruction. The study also examines teacher attitudes towards and perceptions of these language components in the context of their self-reported practice. Mixed methods analyses showed that teacher knowledge was not at ceiling level but was greater than reported comparative studies in the Israeli EFL context. Similar to previous studies, this study found that teacher knowledge of phonological awareness was weak. The teachers in this study were keen to learn more; however, their self-reported practice demonstrated a discrepancy between their perceptions of the importance of language components such as orthography and their implementation in the field, with the least number of teachers reporting teaching the orthographic conventions. The teachers’ responses provide some insights into their thinking about the relevance of language components to their teaching in an EFL context where they are often the only guiding source in the path towards literacy. For EFL teachers to impact their students’ progress in literacy, there is a need for them to acquire a more in-depth understanding of language components such as phonology, orthography, and morphology to become professionally adept.

本研究调查了 44 名英语作为外语 (EFL) 教师的语言成分知识。这些组件包括用于阅读和拼写教学的音韵学、正字法和形态学。该研究还考察了教师在自我报告实践的背景下对这些语言成分的态度和看法。混合方法分析表明，教师知识并非处于天花板水平，而是高于以色列 EFL 背景下报告的比较研究。与以往的研究类似，本研究发现教师的语音意识知识薄弱。本研究中的教师渴望了解更多；然而，他们自我报告的实践表明，他们对语言组件（如正字法）重要性的看法与其在该领域的实施之间存在差异，报告教授正字法惯例的教师人数最少。教师的回答为他们思考语言成分与他们在 EFL 环境中的教学的相关性提供了一些见解，在 EFL 环境中，他们通常是扫盲道路上的唯一指导来源。为了让 EFL 教师影响学生的识字进步，他们需要对语音、正字法和形态等语言成分有更深入的了解，以成为专业人士。教师的回答为他们思考语言成分与他们在 EFL 环境中的教学的相关性提供了一些见解，在 EFL 环境中，他们通常是扫盲道路上的唯一指导来源。为了让 EFL 教师影响学生的识字进步，他们需要更深入地了解语音、正字法和形态等语言成分，以成为专业人士。教师的回答为他们思考语言成分与他们在 EFL 环境中的教学的相关性提供了一些见解，在 EFL 环境中，他们通常是扫盲道路上的唯一指导来源。为了让 EFL 教师影响学生的识字进步，他们需要更深入地了解语音、正字法和形态等语言成分，以成为专业人士。