Abstract
The purpose of this study is to clarify whether increasing phonological awareness through learning phonics can alleviate the negative influence of Romaji on reading and writing of English words. To measure the influence, the measurement method was developed. First, the following viewpoints were set as Romaji influence: 1) vowel insertion, 2) recognition of the vowel "u" as /ʊ/, and 3) insertion of a slight pause when consonants overlap. Second, nonword reading tasks and nonword writing tasks were created. Junior high school students who had experience of learning phonics and no experience of learning it joined the research. The influence of Romaji when reading and writing nonwords was measured and compared. Analysis of the data showed that increasing phonological awareness through phonics after learning Romaji may alleviate difficulties in reading and writing English words like Romaji.
