Cross‐language Transfer of Metalinguistic Skills: Evidence from Spelling English Words by Korean Students in Grades 4, 5 and 6.

Autor/inn/en	Yeon, Sookkyung; Bae, Han Suk; Joshi, R. Malatesha
Titel	Cross‐language Transfer of Metalinguistic Skills: Evidence from Spelling English Words by Korean Students in Grades 4, 5 and 6.
Quelle	In: Dyslexia, (2017) 4, S.428-448Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext (2); PDF als Volltext (3) Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-9242
DOI	10.1002/dys.1547
Schlagwörter	Korean metalinguistic awareness; Orthographic awareness; English spelling; Cross‐language transfer; Morphological awareness; Phonological awareness; Metalinguistic awareness; Quality; Statistical analysis; Morphological processing; Orthographic; Elementary school students; Children; Transfer (Learning); English as a second language learning; Korean; Foreign languages; Spelling; Language
Abstract	The present study examined unique and shared contributions of Korean (first language) phonological, orthographic and morphological awareness (PA, OA and MA, respectively) to English (second/foreign language) spelling among 287 fourth‐grade, fifth‐grade and sixth‐grade Korean children. Korean measures of PA, OA and MA were administered, in addition to English vocabulary and spelling measures. Results from structural equation modelling showed that PA, OA and MA were caused by one common construct, metalinguistic awareness (META), and the contribution of Korean META to English spelling was statistically significant, controlling for English vocabulary. In particular, Korean MA and PA played unique roles in explaining English spelling; whereas Korean OA did not significantly contribute to English spelling. Findings from the present study provided empirical evidence of first language META transfer effect on second/foreign language spelling development. Educational implications and future research ideas are discussed. Copyright © 2017 John Wiley & Sons, Ltd.
Erfasst von	OLC
Update	2022/1/02