Awareness of Derivation and Compounding in Chinese-English Biliteracy Acquisition

Autor/inn/en	Zhang, Dongbo; Koda, Keiko
Titel	Awareness of Derivation and Compounding in Chinese-English Biliteracy Acquisition
Quelle	In: International Journal of Bilingual Education and Bilingualism, 17 (2014) 1, S.55-73 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2012.736949
Schlagwörter	Literacy; Bilingualism; Second Language Learning; Native Language; Metalinguistics; Transfer of Training; Morphology (Languages); Grade 6; Elementary School Students; Foreign Countries; English (Second Language); Second Language Instruction; Regression (Statistics); Prediction; Reading Comprehension; Vocabulary Development; Questionnaires; China; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Bilingualismus; Zweitsprachenerwerb; Metalanguage; Metasprache; Training; Transfer; Ausbildung; Morphology; Morphologie; School year 06; 6. Schuljahr; Schuljahr 06; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Regression; Regressionsanalyse; Vorhersage; Leseverstehen; Wortschatzarbeit; Fragebogen
Abstract	This study examines the intra-and inter-lingual relationships between first and second language morphological awareness and reading comprehension among grade 6 Chinese learners of English as a foreign language in China. Morphological awareness measures covered compounding as well as derivation. Hierarchical regression analyses revealed that within both Chinese and English, compound and derivational awareness independently and significantly predicted reading comprehension. Cross-linguistically, Chinese compound awareness explained a unique proportion of variance in English reading comprehension, over and above English vocabulary knowledge, English compound awareness, and other related variables. Such a cross-linguistic effect, however, was not found of English compound awareness on Chinese reading comprehension. Derivational awareness in one language did not show a significant cross-linguistic relationship with reading comprehension in the other language, when other variables were considered. These results are discussed in light of the importance of morphological awareness to reading comprehension, cross-linguistic transfer of morphological awareness and a possible linguistic distance effect on such transfer, and the context of Chinese-English biliteracy acquisition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10