The effects of large-group instruction, modeling, or see the sound/visual phonics on undergraduate students learning to read Italian
The effects of large-group instruction, modeling, or see the sound/visual phonics on undergraduate students learning to read Italian
Date
2013-04
Authors
Cihon, Tracy
Morford, Zachary
Stephens, Christopher J.
Morrison, Dorothy
Shrontz, Rachael
Kelly, Kimberly L.
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University of Hawaii National Foreign Language Resource Center
Center for Language & Technology
Center for Language & Technology
Volume
25
Number/Issue
1
Starting Page
26
Ending Page
51
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Abstract
Reading in the second language (L2) allows learners access to new vocabulary and opportunities to translate from the L2 to the first language (L1) and vice versa. In this paper, we describe three studies that explored strategies for developing L2 Italian decoding repertoires. Participants were undergraduate students preparing for a short-term study abroad trip to Italy. The results indicate that most participants acquired the target Italian letter(s)-sound relations with group instruction and that modeling and/or modeling with See the Sound/Visual Phonics were effective interventions for participants who struggled to acquire the L2 repertoires. Results are discussed in terms of selecting the effective teaching strategies to develop L2 decoding repertoires.
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Italian,
modeling,
reading,
See the Sound/Visual Phonics,
undergraduates
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