Transfer facilitation effects of morphological awareness on multicharacter word reading in Chinese as a foreign language

2021 ◽  
pp. 1-24
Author(s):  
Sihui (Echo) Ke ◽  
Keiko Koda
Keyword(s):  
Second Language ◽  
Adult Learners ◽  
Foreign Language ◽  
Word Reading ◽  
Morphological Awareness ◽  
Morphological Structure ◽  
Linguistic Knowledge ◽  
Chinese Word ◽  
Pseudoword Reading ◽  
English Speaking

Abstract This study examined the transfer facilitation effects from English morphological awareness on Chinese multicharacter word reading in English-speaking adult learners of Chinese as a foreign language (CFL). Fifty English-speaking American university CFL learners participated in our study who measured their English morphological awareness, Chinese morphological awareness, Chinese linguistic knowledge, Chinese word reading, and working memory. There were three major findings: (1) with approximately three years of formal Chinese instruction and limited Chinese print input, English-speaking adult learners of Chinese developed sensitivity to the internal morphological structure of multicharacter words in Chinese. (2) English morphological awareness did not directly contribute to Chinese bimorphemic three-character pseudoword reading yet contributed indirectly via the joint serial mediation by Chinese morphological awareness and Chinese monomorphemic two-character real word reading. (3) There was no additional influence from Chinese linguistic knowledge on Chinese word reading. And, English morphological awareness explained about 3.64% of the variance in second language Chinese bimorphemic three-character pseudoword reading. Discussion is provided regarding the transfer facilitation mechanism through which first language morphological awareness contributes to adult second language reading acquisition.

Morphological awareness and vocabulary acquisition: A longitudinal examination of their relationship in English-speaking children

2013 ◽  
Vol 36 (2) ◽  
pp. 299-321 ◽  
Author(s):  
ERIN SPARKS ◽  
S. HÉLÈNE DEACON
Keyword(s):  
Longitudinal Study ◽  
Temporal Relationship ◽  
Word Reading ◽  
Morphological Awareness ◽  
Regression Analyses ◽  
Pseudoword Reading ◽  
English Speaking ◽  
The Relationship ◽  
Nonverbal Reasoning ◽  
Longitudinal Examination

ABSTRACTAlthough a relationship between morphological awareness and vocabulary has been widely observed, questions remain about the direction of that relationship. This longitudinal study explores the temporal relationship between morphological awareness and vocabulary among monolingual English-speaking children. Participants were 100 children tested in Grades 2 and 3. We evaluated morphological awareness and vocabulary in both grades, along with phonological awareness, word reading, pseudoword reading, and nonverbal reasoning. Cross-lagged regression analyses with autoregressive controls assessed the temporal relationship between morphological awareness and vocabulary; morphological awareness at Grade 2 predicted change in vocabulary between Grades 2 and 3, but vocabulary did not predict change in morphological awareness. The results add to our understanding of the relationship between these two developing skills.

Morphological Awareness Skills of Second- and Third-Grade Students With and Without Speech Sound Disorders

2020 ◽  
Vol 51 (3) ◽  
pp. 603-616
Author(s):  
Kenn Apel ◽  
Victoria S. Henbest
Keyword(s):  
Word Reading ◽  
Speech Sound ◽  
Morphological Awareness ◽  
Literacy Skills ◽  
Receptive Vocabulary ◽  
Real Word ◽  
Speech Sound Disorders ◽  
Word Level ◽  
Third Grade Students ◽  
Pseudoword Reading

Purpose Morphological awareness is the ability to consciously manipulate the smallest units of meaning in language. Morphological awareness contributes to success with literacy skills for children with typical language and those with language impairment. However, little research has focused on the morphological awareness skills of children with speech sound disorders (SSD), who may be at risk for literacy impairments. No researcher has examined the morphological awareness skills of children with SSD and compared their skills to children with typical speech using tasks representing a comprehensive definition of morphological awareness, which was the main purpose of this study. Method Thirty second- and third-grade students with SSD and 30 with typical speech skills, matched on age and receptive vocabulary, completed four morphological awareness tasks and measures of receptive vocabulary, real-word reading, pseudoword reading, and word-level spelling. Results Results indicated there was no difference between the morphological awareness skills of students with and without SSD. Although morphological awareness was moderately to strongly related to the students' literacy skills, performance on the morphological awareness tasks contributed little to no additional variance to the children's real-word reading and spelling skills beyond what was accounted for by pseudoword reading. Conclusions Findings suggest that early elementary-age students with SSD may not present with concomitant morphological awareness difficulties and that the morphological awareness skills of these students may not play a unique role in their word-level literacy skills. Limitations and suggestions for future research on the morphological awareness skills of children with SSD are discussed.

scholarly journals The Effect of L2 Exposure Environment on Nnests’ Teaching Skills and Beliefs about EFL Learning Beyond the Class

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Susilo Susilo ◽  
Bibit Suhatmady ◽  
Dyah Sunggingwati ◽  
Hany Farisa ◽  
...  
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
T Test ◽  
Urban Region ◽  
Teaching Skills ◽  
Rural Region ◽  
Significant Difference ◽  
English Speaking ◽  
Native English Speaking Teachers ◽  
Efl Learning

The study aims at investigating the effect of second language (L2) exposure environment on NNESTs’ teaching skills and beliefs about EFL learning beyond the classroom. This is a survey for non-native English speaking teachers (NNESTs) of Indonesian Senior High Schools ( or in Indonesian terms ‘SMA’) from different L2 environments, namely: 1) urban-region exposure environment schools (n=40), and 2) rural-region exposure environment schools (n=40). There were two instruments used in the present study, i.e. 1) observation scaling checklist, and 2) questionnaire. The observation scaling checklist was used for assessing the respondents’ performance when they were teaching in class. Meanwhile, the questionnaire using a four-point Likert scale was used to elicit data. The researchers used a series of independent t-test to analyze the data. The result reveals that: 1) there is a significant difference between teaching skills of NNESTs from the urban region schools and those of NNESTs from rural region schools, t (78)= 19.499, p=0.000; and 2) there is a significant difference between beliefs about English as a foreign language (EFL learning beyond the classroom of the NNESTs from urban region schools and those of NNESTs from rural region schools, t (78)= - 4.925, p=0.000

Serving Nontraditional Students

2015 ◽  
pp. 106-128
Author(s):  
Dianna L. Newman ◽  
Meghan Morris Deyoe ◽  
David Seelow
Keyword(s):  
College Students ◽  
Second Language ◽  
Adult Learners ◽  
Formal Education ◽  
Writing Skills ◽  
Skills Transfer ◽  
Content Areas ◽  
Writing Tutorials ◽  
English Speaking

The role of technology and educational media in supporting nontraditional adult learners is growing. One key area in which more research and development is needed is the improvement of writing, especially writing that is related to formal education. This chapter presents findings related to the use of online writing modules developed to support English as a Second Language and nontraditional English speaking college students. Participants reported improved content-specific writing skills, transfer of writing skills to other content areas, and increased self-efficacy in writing. Differences continued to be noted by key student characteristics. The study has implications for continued development and use of digitally supported writing tutorials for nontraditional adult learners.

Morphological awareness: Construct and predictive validity in Arabic

2017 ◽  
Vol 38 (5) ◽  
pp. 1019-1043 ◽  
Author(s):  
SANA TIBI ◽  
JOHN R. KIRBY
Keyword(s):  
Construct Validity ◽  
Predictive Validity ◽  
Word Reading ◽  
Morphological Awareness ◽  
Hierarchical Regression ◽  
Future Research ◽  
Research Assessment ◽  
Local Dialect ◽  
Pseudoword Reading ◽  
And Gender

ABSTRACTThe purposes of this study were to examine the dimensions underlying morphological awareness (MA) in Arabic (construct validity) and to determine how well MA predicted reading (predictive validity). Ten MA tasks varying in key dimensions (oral vs. written, single word vs. sentence contexts, and standard vs. local dialect) and two reading tasks (real word and pseudoword reading) were administered to 102 Arabic-speaking Grade 3 children in Abu-Dhabi. Factor analysis of the MA tasks yielded one predominant factor, supporting the construct validity of MA in Arabic. Closer inspection revealed that this factor had two subcomponents, oral and written. Hierarchical regression analyses, controlling for age and gender, indicated that both the one- and the two-factor solutions accounted for 48% of the variance in word reading, and 40% of the variance in pseudoword reading, supporting the predictive validity of MA. Implications for future research, assessment, and instruction are discussed.

scholarly journals What Counts in the Acquisition and Attrition of Numeral Classifiers?

2001 ◽  
Vol 23 (1) ◽  
pp. 90 ◽  
Keyword(s):  
Second Language ◽  
Adult Learners ◽  
East Asia ◽  
Classifier Systems ◽  
Numeral Classifiers ◽  
Acquisition Sequence ◽  
English Speaking ◽  
Numeral Classifier

This study compares second language (12) acquisition and attrition sequences of the syntax and semantics of numeral classifier systems in light of considerations of markedness, frequency, and the regression hypothesis. In classifier data elicited from English-speaking adult learners and attriters of two East Asia languages, Japanese and Chinese, we find in the attrition of both languages, in both syntax and semantics, a regression of the acquisition sequence. An implicational semantic scale, the Numeral Classifer Accessibility Hierarchy, cOinciding closely with the relative frequencies of the classifiers in input, appears to provide a path of least resistance for the learning and the loss of the semantic systems.

Phonological and morphological awareness in first graders

1993 ◽  
Vol 14 (2) ◽  
pp. 177-195 ◽  
Author(s):  
Joanne F. Carlisle ◽  
Diana M. Nomanbhoy
Keyword(s):  
Phonological Awareness ◽  
Internal Structure ◽  
Research Study ◽  
Word Reading ◽  
First Graders ◽  
Morphological Awareness ◽  
The Other ◽  
Linguistic Knowledge ◽  
Older Students ◽  
Learning To Read

ABSTRACTPhonological awareness is thought to be related to children's success in learning to read because it indicates an awareness of the internal structure of words. Morphological awareness, which has been found to be related to reading achievement for older students, may offer a more comprehensive measure of linguistic sensitivity because it entails not only phonological awareness, but also other aspects of linguistic knowledge. The research study reported herein was designed to investigate the extent to which phonological awareness contributes to the morphological awareness of first graders and to determine the extent to which phonological and morphological awareness account for variance in word reading. Two tasks of morphological awareness were used, one assessing judgments of morphological relations and the other assessing the production of inflected and derived forms.

ON THE (UN)-AMBIGUITY OF ADJECTIVAL MODIFICATION IN SPANISH DETERMINER PHRASES

2010 ◽  
Vol 32 (1) ◽  
pp. 47-77 ◽  
Author(s):  
Jason Rothman ◽  
Tiffany Judy ◽  
Pedro Guijarro-Fuentes ◽  
Acrisio Pires
Keyword(s):  
Second Language ◽  
Adult Learners ◽  
Native Speaker ◽  
Control Group ◽  
Determiner Phrase ◽  
Advanced Learners ◽  
Functional Features ◽  
English Speaking ◽  
Adjectival Modification ◽  
Syntactic Properties

This study contributes to a central debate within contemporary generative second language (L2) theorizing: the extent to which adult learners are (un)able to acquire new functional features that result in a L2 grammar that is mentally structured like the native target (see White, 2003). The adult acquisition of L2 nominal phi-features is explored, with focus on the syntactic and semantic reflexes in the related domain of adjective placement in two experimental groups: English-speaking intermediate (n= 21) and advanced (n= 24) learners of Spanish, as compared to a native-speaker control group (n= 15). Results show that, on some of the tasks, the intermediate L2 learners appear to have acquired the syntactic properties of the Spanish determiner phrase but, on other tasks, to show some delay with the semantic reflexes of prenominal and postnominal adjectives. Crucially, however, our data demonstrate full convergence by all advanced learners and thus provide evidence in contra the predictions of representational deficit accounts (e.g., Hawkins & Chan, 1997; Hawkins & Franceschina, 2004; Hawkins & Hattori, 2006).

Second language socialization in the margins: Queering the paradigm

Multilingua ◽  
2020 ◽  
Vol 39 (6) ◽  
pp. 631-662 ◽  
Author(s):  
Benedict J.L. Rowlett
Keyword(s):  
Second Language ◽  
Language Socialization ◽  
Linguistic Knowledge ◽  
Production Of Space ◽  
Language Research ◽  
Key Factor ◽  
Global North ◽  
English Speaking ◽  
Second Language Socialization ◽  
Queer Spaces

AbstractThis article explores aspects of second language socialization with respect to same gender relationships formed in the queer spaces of Siem Reap, a major tourist city in Cambodia. In order to explore the processes of socialization that emerged from ethnographic fieldwork in this setting as a key factor informing these relationship practices, I present an analysis of narrative accounts from interviews with local men. These English speaking Cambodian men describe how their linguistic knowledge (metapragmatic awareness), understanding and participation in these relationship practices developed through their personal engagement in the multilingual queer spaces of the city; spaces in which they meet and befriend tourists from the global north. Departing to some extent from widely espoused notions of identity and community in second language socialization research, this queer analysis seeks to engage more fully with socialization as it relates to the semiotic production of space/time. In this way, I account for how a queering of the language socialization paradigm may afford us greater analytical and interpretive purchase when conducting language research on social practices in the margins.

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