Developmental relations between listening and reading comprehension in young Chinese language learners: A longitudinal study
Publication in refereed journal

香港中文大學研究人員
替代計量分析
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其它資訊
摘要The reciprocal influences between the development of Chinese-as-a-second-language (CSL) listening and reading comprehension among young learners in Hong Kong were evaluated using a 2-year, three-wave longitudinal design. A total of 129 senior primary CSL students were assessed using listening and reading comprehension tests at the end of grades 4, 5, and 6. An autoregressive, cross-lagged model was specified, and it accounted for a substantial portion of variance (more than 60%) in the two comprehension abilities by grades 5 and 6. Path analysis showed that the two comprehension abilities facilitated each other’s development across the years: on controlling for their respective strong autoregressive effects, the two comprehension abilities predicted a unique, substantial variance portion of each other every year. In addition, based on previous studies conducted on readers of both alphabetic languages and Chinese, this study argues the following points: (1) the development of CSL students’ reading comprehension is constrained by their listening comprehension, and (2) the acquisition of Chinese literacy skills may promote students’ listening comprehension by enhancing their linguistic knowledge and awareness.
出版社接受日期15.12.2018
著者Yu Ka Wong
期刊名稱Journal of Psycholinguistic Research
出版年份2021
月份4
卷號50
期次2
出版社Springer
出版地Switzerland
頁次261 - 273
國際標準期刊號0090-6905
電子國際標準期刊號1573-6555
語言英式英語
關鍵詞Chinese as a second language, Listening comprehension, Reading comprehension, Developmental relations, Hong Kong

上次更新時間 2021-01-12 於 23:38