Assessing the Implementation of Phonological Awareness in Reading Authentic Materia

Abstract

EFL tertiary learners often complain of the difficulty in reading materials written by native speakers for native speakers. Anesthetic students are not exception when reading an authentic material written in English. They seem to stumble over lexical, orthographic, cultural, grammatical, discoursal, and pragmatic challenges. They prove to be poor readers on account of the discrepancy between what is written and how it is uttered or read. Some research studies suggest that 65% of discrepancy between English orthography and phonology exists, which telescopes the difficulty of both native and non-native readers of English. Phonological awareness, which is the ability to understand and recognize the words and phrases that are made up of sound units. Although reading is a receptive skill as it ends with certain knowledge obtained through a piece of writing, it is an active process wherein learners work hard to decipher and reconstruct meaning. Additionally, authentic materials are material that written by natives for purposes other than pedagogical, and targeted to other natives. This Master's thesis undertakes to assess the implementation of phonological awareness in reading authentic materials with an aspiration to assist EFL tertiary learners to overcome this challenge. The population of this study was second grade of Anesthesia at the Paramedical High Institute of Biskra. The total population is about 42 students. And, the sample was 20 participants who did the experiment and observation was on them during the tests and the treatment. Also, for the questionnaire 32 responses were received. The current research made use of mixed method between quantitative and qualitative approach. Triangle of instruments opted for data collection, and results and interpretation are presented in appropriate way. And conclusion that contains findings, solutions and suggestions will close the paper.