Speech Perception, Metalinguistic Awareness, Reading, and Vocabulary in Chinese-English Bilingual Children
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摘要In this study, we examined the intercorrelations among speech perception, metalinguistic (i.e., phonological and morphological) awareness, word reading, and vocabulary in a 1st language (L I) and a 2nd language (L2). Results from 3 age groups of Chinese English bilingual children showed that speech perception was more predictive of reading and vocabulary in the L1 than L2. While morphological awareness uniquely predicted reading and vocabulary in both languages, phonological awareness played such a role after we controlled for morphological awareness only in the L2, which was alphabetic. L1 speech perception and metalinguistic awareness predicted L2 word reading but not vocabulary, after we controlled for the corresponding L2 variables. Hence, there are both similarities and differences between the 2 languages in how the constructs are related. The differences are attributable to variations in language properties and learning contexts. Implications of the present results for an effective L2 learning program are discussed.
著者Cheung H, Wong SWL, Penney TB, Chung KKH, McBride-Chang C, Ho CSH
期刊名稱Journal of Educational Psychology
出版年份2010
月份5
日期1
卷號102
期次2
出版社American Psychological Association
頁次367 - 380
國際標準期刊號0022-0663
電子國際標準期刊號1939-2176
語言英式英語
關鍵詞bilingual reading; morphological awareness; phonological awareness; transfer; vocabulary
Web of Science 學科類別Psychology; Psychology, Educational; PSYCHOLOGY, EDUCATIONAL

上次更新時間 2020-28-09 於 00:26