Weak English Foreign Language Readers: The Cross-Linguistic Impact of Morphological Awareness

Autor/inn/en	Kahn-Horwitz, Janina; Saba, Mona
Titel	Weak English Foreign Language Readers: The Cross-Linguistic Impact of Morphological Awareness
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 31 (2018) 8, S.1843-1868 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kahn-Horwitz, Janina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-017-9810-9
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Reading Comprehension; Word Recognition; Television Viewing; Phonological Awareness; Native Language; Morphology (Languages); Semitic Languages; Females; High School Students; Socioeconomic Background; Informal Education; Family Environment; Transfer of Training; Metalinguistics + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Leseverstehen; Worterkennung; Fernsehkonsum; Morphology; Morphologie; Arabisch; Hebräisch; Weibliches Geschlecht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Sozioökonomische Lage; Informelle Bildung; Nichtformale Bildung; Familienmilieu; Training; Transfer; Ausbildung; Metalanguage; Metasprache
Abstract	Linguistic abilities as well as home environment explain successful English as a foreign language (EFL) reading acquisition. The aim of this study was to examine the extent to which morphological derivational awareness measured in Arabic as a first language (L1) predicted EFL word recognition and reading comprehension among 66-11th grade female high school students from low socioeconomic backgrounds. Measures included L1 phonological awareness, orthographic knowledge, and derivational morphological awareness, as well as EFL word recognition and reading comprehension. Background variables including socioeconomic background measured as home-population density and English exposure out of school measured by time spent viewing English television per day were controlled for. Hierarchical regression analyses found L1 phonological awareness, orthographic knowledge and derivational morphological awareness judgment all directly contributed to EFL word recognition. English home language exposure and derivational morphological awareness production directly predicted EFL reading comprehension, and morphological awareness mediated the connection between L1 phonological awareness, orthographic knowledge and EFL reading comprehension. These results highlight the cross-linguistic role of morphological awareness together with home background on EFL reading for female high school students from low socio-economic backgrounds. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01