| dc.description.abstract | This study is focused on Phonological Awareness (PA) in Brazilian children who are learning German as an additional language. We carried out a research at a private school located in the metropolitan area of Rio Grande do Sul to verify the effect of explicit instruction of phonetic and phonological aspects, at the phoneme-level, on target language reading comprehension. The study was conducted with 30 participants, ages ranging from 10 to 11. The experimental group was composed of 18 and the control group was composed of 12 participants. The instruments used to obtain data were pre and post-test, which covered: phonological awareness activity; silent reading and reading comprehension; and reading aloud, in order to verify accuracy, reading time and reading comprehension. While applying the tests, there were moments of pedagogical intervention, such as the explicit form-focused instruction of phonetic and phonological aspects. Statistical analysis was performed using the Statistical Package for the Social Sciences (SPSS), through Student's T-Test and Pearson correlation coefficient, while the qualitative analysis of the data was performed using the Representational Redescription Model. The study demonstrates that the pedagogical intervention through explicit instruction of phonetic and phonological aspects resulted in a statistically significant improvement of learners' phonological awareness. In this study, we also discuss additional language reading comprehension, since the explicit instruction did not have impact on the target language reading comprehension. | en |
