Native Language Phonological Skills in Low-Proficiency Second Language Learners

Autor/inn/en	Borodkin, Katy; Faust, Miriam
Titel	Native Language Phonological Skills in Low-Proficiency Second Language Learners
Quelle	In: Language Learning, 64 (2014) 1, S.132-159 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12032
Schlagwörter	Native Language; Language Proficiency; Comparative Analysis; Dyslexia; Second Language Learning; Phonological Awareness; Task Analysis; Naming; Correlation; Semitic Languages; English (Second Language); Language Impairments + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Zweitsprachenerwerb; Aufgabenanalyse; Korrelation; Arabisch; Hebräisch; English as second language; English; Second Language; Englisch als Zweitsprache; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung
Abstract	This study investigated the link between low second language performance and difficulties with native language phonological processing. Participants were native Hebrew speakers, 19-31 years of age, who learned English as a second language in a school setting. Individuals with dyslexia performed below high-proficiency second language learners on each of four tasks assessing native language phonological processing, whereas low-proficiency second language learners were disadvantaged compared to high-proficiency second language learners on only two of the tasks: pseudoword repetition and tip-of-the-tongue naming. These results indicate that both individuals with dyslexia and low-proficiency second language learners have a weakness in native language phonological processing. The weakness in low-proficiency second language learners, however, is evident in a more limited set of skills compared to individuals with dyslexia. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10