A Multiple-Group Comparison on the Role of Morphological Awareness in Reading: Within- and Cross-Linguistic Evidence from Korean ESL and EFL Learners

Autor/inn/en	Bae, Han Suk; Joshi, R. Malatesha
Titel	A Multiple-Group Comparison on the Role of Morphological Awareness in Reading: Within- and Cross-Linguistic Evidence from Korean ESL and EFL Learners
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 31 (2018) 8, S.1821-1841 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bae, Han Suk)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-017-9795-4
Schlagwörter	Korean; English (Second Language); Second Language Learning; Second Language Instruction; Reading Comprehension; Morphology (Languages); Metalinguistics; Native Language; Contrastive Linguistics; Transfer of Training; Predictor Variables; Path Analysis; Elementary School Students; Phonological Awareness; Written Language + Suchen Sie Ihr Suchwort? Koreanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Leseverstehen; Morphology; Morphologie; Metalanguage; Metasprache; Linguistics; Kontrastive Linguistik; Training; Transfer; Ausbildung; Prädiktor; Pfadanalyse; Geschriebene Sprache
Abstract	The purpose of the present study was to explore the role of morphological awareness in reading comprehension in different language learning contexts (ESL and EFL). Korean ESL and Korean EFL learners (50 and 257 respectively) in grades five and six were administered measures of L2 (English) morphological, phonological, and orthographic awareness (MA, PA, and OA), as well as reading comprehension. The participants' L1 (Korean) MA was also measured. The multiple-group path analysis showed that among both group participants' L2 MA was the greatest predictor for their L2 reading comprehension, when the effect of PA and OA was controlled (within-linguistic perspective). Concerning cross-linguistic perspective, there was a statistically significant difference between the ESL and the EFL groups: the ESL participants' L1 MA played a positive role in predicting their L2 reading comprehension, but not for their EFL counterparts. Educational implications and research recommendations are discussed in relation to MA's contribution to reading comprehension. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01