scholarly journals Roles of L1 and L2 Derivational Morphological Awareness in L2 Reading Through the Mediation of L2 Vocabulary Knowledge

2015 ◽  
Vol 12 (3) ◽  
pp. 81-114 ◽  
Author(s):  
Yeon Hee Choi ◽  
Keyword(s):  
Morphological Awareness ◽  
Vocabulary Knowledge ◽  
L2 Reading ◽  
L2 Vocabulary ◽  
L1 And L2

The relationship between three measures of L2 vocabulary knowledge and L2 listening and reading

2016 ◽  
Vol 35 (1) ◽  
pp. 3-25 ◽  
Author(s):  
Junyu Cheng ◽  
Joshua Matthews
Keyword(s):  
Foreign Language ◽  
Vocabulary Knowledge ◽  
Reading Scores ◽  
Knowledge Test ◽  
L2 Reading ◽  
Chinese Learners ◽  
Different Dimensions ◽  
L2 Listening ◽  
L2 Vocabulary ◽  
The Relationship

This study explores the constructs that underpin three different measures of vocabulary knowledge and investigates the degree to which these three measures correlate with, and are able to predict, measures of second language (L2) listening and reading. Word frequency structured vocabulary tests tapping receptive/orthographic (RecOrth) vocabulary knowledge, productive/orthographic (ProOrth) vocabulary knowledge and productive/phonological (ProPhon) vocabulary knowledge and tests measuring L2 listening and L2 reading were administered to 250 tertiary-level Chinese learners of English as a foreign language (EFL). Results showed that ProPhon vocabulary knowledge correlated most strongly with L2 listening ( r = .71) and ProOrth vocabulary knowledge correlated most strongly with L2 reading ( r = .57). Factor analysis indicated that all subcomponents of the ProPhon vocabulary knowledge test loaded onto one factor and those of the RecOrth and ProOrth vocabulary knowledge tests loaded onto another. Regression modelling showed that ProPhon vocabulary knowledge explained 51% of the variance in L2 listening scores and that ProOrth vocabulary knowledge explained 33% of the variance in the L2 reading scores. Discussion addresses the varying importance of different dimensions of vocabulary knowledge in L2 listening and reading.

scholarly journals Morphological awareness in L1 and L2 reading skills

2020 ◽  
Author(s):  
Vassiliki Tsela ◽  
Georgia Andreou ◽  
Maria Liakou ◽  
Julie Baseki
Keyword(s):  
Reading Fluency ◽  
Reading Skills ◽  
First Language ◽  
Critical Role ◽  
Morphological Awareness ◽  
L2 Reading ◽  
Reading Efficiency ◽  
Fluency And Comprehension ◽  
Student’S Performance ◽  
L1 And L2

The present study investigated the effect of morphological awareness on three measures of reading, namely decoding, fluency and comprehension, in Greek as a first language (L1) and in French as a foreign language (L2). Morphological awareness was assessed via two tasks, a verb inflection task and a word production task. The results of this study indicated that the student’s performance in the two morphological tasks was significantly associated with their performance in the reading tasks. Our results support our hypothesis that morphological awareness can be a significant predictor of the high or low performances in decoding, reading fluency and reading comprehension in both L1 and L2 and it plays a critical role in reading efficiency.

scholarly journals Vocabulary profiles and reading comprehension in young bilingual children

2017 ◽  
Vol 8 ◽  
Author(s):  
Christie Fraser ◽  
Alexandra Gottardo ◽  
Esther Geva
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Word Reading ◽  
Vocabulary Knowledge ◽  
Learning Ability ◽  
Group Model ◽  
English Reading ◽  
English Reading Comprehension ◽  
L2 Vocabulary ◽  
L1 And L2

Strong vocabulary knowledge is important for success in reading comprehension for English language learners (ELLs). The interplay between first (L1) and second language (L2) vocabulary knowledge in L2 English reading comprehension was examined to determine whether ELLs, whose command of L1 and L2 vocabulary varied across languages, differed in English reading comprehension in grades 2 and 4. ELLs (n = 105) were assigned to a bilingual profile group based on their L1 and L2 vocabulary knowledge and in relation to the sample: L1 dominant (strong L1), L2 dominant (strong L2), high balanced (strong in both), or low balanced (compromised in both). Relationships among L1 and L2 (English) vocabulary, nonverbal cognitive ability, word reading, and reading comprehension in English were examined. Results indicated that reading comprehension was related to bilingual profile, and that a three group model better characterized the sample when compared to the four group model that was initially hypothesized. L1 vocabulary was not uniquely predictive of L2 (English) reading comprehension. L2 vocabulary aligned betterwith reading comprehension concurrently in grade 2, and longitudinally in grade 4. In support of a common underlying cognitive processes perspective, individual differences in learning vocabulary may be a proxy forgeneral language learning ability, which supports reading comprehension.

scholarly journals The Impact of Preschool Education on L1 Vocabulary Development and Sequential Bilingualism: The Case of Arab Schoolchildren

2018 ◽  
Vol 7 (4) ◽  
pp. 121
Author(s):  
Ahmed Masrai
Keyword(s):  
First Language ◽  
Vocabulary Development ◽  
Preschool Education ◽  
Study Data ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
L2 Vocabulary ◽  
L1 And L2 ◽  
The Impact ◽  
Early Childhood Settings

Considerable research has investigated the effect of preschool education on subsequent school success and proposed a positive link between the two. Less research, however, has directly investigated the influence of preschool education on children’s vocabulary development. This paper reports on a study that examines the impact of preschool education on children’s first language (L1) vocabulary development in early childhood settings and the potential impact this has on the successive acquisition of second language (L2) vocabulary in later school years. To conduct the study, data from 200 Arabic-English successive bilingual children were collected. The data are scores on receptive vocabulary knowledge in L1 and L2 of two groups of fourth grade schoolchildren (with and without preschool education). The results show that: (1) preschool education contributes largely to L1 vocabulary development and L2 vocabulary acquisition; (2) there is a strong link between L1 and L2 receptive vocabulary knowledge; and (3) bilingual mental lexicon size is predicted by preschool education. The present study provides further insights on the relation between preschool education and L1 vocabulary growth and the influence of this on sequential bilingualism. These findings will allow informed decisions on the support for preschool education by parents and educational policymakers.

Manipulation of the Involvement Load of L2 Reading Tasks: A Useful Heuristic for Enhanced L2 Vocabulary Development

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110517
Author(s):  
Ehsan Namaziandost ◽  
Murad Hassan Mohammed Sawalmeh ◽  
Shouket Ahmad Tilwani ◽  
Meisam Ziafar ◽  
Arin Arianti ◽  
...  
Keyword(s):  
Statistical Significance ◽  
Vocabulary Knowledge ◽  
Word Knowledge ◽  
L2 Reading ◽  
High Involvement ◽  
Reading Task ◽  
Post Test ◽  
Involvement Load ◽  
Knowledge Scale ◽  
L2 Vocabulary

Ensuring second language (L2) learners have an adequate breadth and depth of L2 vocabulary knowledge is a key pedagogical objective in L2 learning contexts. For this reason, establishing guiding principles that successfully enhance the efficacy of L2 vocabulary knowledge development is of strong importance. The current study investigated the value of applying principles from the Involvement Load Hypothesis (ILH) as part of a reading comprehension task among 40 intermediate English as a foreign language (EFL) students. Half of the group undertook a high involvement reading task, whereas the other half undertook a low involvement reading task. After the reading task, an unannounced Vocabulary Knowledge Scale test was administered to measure incidental vocabulary gains. Results showed the high involvement group remarkably outflanked the low involvement groups in terms of the target words learned from the reading task. A delayed post-test indicated that the retention of target word knowledge was more robust among the high involvement group, but that this difference did not maintain a level of statistical significance after 2 weeks. We conclude with suggestions about how EFL/ESL instructors can apply the principles of the ILH in efforts to systematically enhance learners’ L2 vocabulary knowledge.

The relative effects of L1 and L2 glosses on L2 learning: A meta-analysis

2020 ◽  
pp. 136216882098139
Author(s):  
Hyun Soo Kim ◽  
Jang Ho Lee ◽  
Hansol Lee
Keyword(s):  
Reading Comprehension ◽  
Vocabulary Learning ◽  
Meta Analysis ◽  
First Language ◽  
Relative Effectiveness ◽  
L2 Proficiency ◽  
L2 Reading ◽  
Proficiency Level ◽  
L2 Vocabulary ◽  
L1 And L2

Glossing is a widely used and examined vocabulary learning tool, and one of the major branches of glossing research has compared the relative effects of first language (L1) and second language (L2) glosses on reading comprehension and vocabulary learning. However, the findings in this literature have not been consistent, calling for a comprehensive and systematic review. To this end, we conducted a meta-analysis to investigate the relative effects of L1 and L2 glossing on L2 reading comprehension and L2 vocabulary learning. Based on 78 effect sizes gathered from 26 studies representing 30 independent samples ( N = 2,189), we found that L1 glossing was more effective than L2 glossing in general (Hedge’s g = .33, SE = .09, p < .001), but the effect size may vary depending on the target outcome measure. The relative effectiveness of L1 glossing was particularly supported by the results of immediate posttests of vocabulary, rather than delayed posttests of vocabulary and reading comprehension tests. Further, among a few selected moderator variables, the results of meta-regression revealed that learners’ L2 proficiency level significantly influenced the average effectiveness, such that L1 glossing is particularly effective for beginner learners compared to those with intermediate or higher L2 proficiency levels.

Fast mapping by bilingual preschool children

2008 ◽  
Vol 35 (3) ◽  
pp. 495-514 ◽  
Author(s):  
PUI FONG KAN ◽  
KATHRYN KOHNERT
Keyword(s):  
Preschool Children ◽  
Vocabulary Knowledge ◽  
Home Language ◽  
Typically Developing ◽  
Fast Mapping ◽  
Typically Developing Children ◽  
Word Forms ◽  
Cross Language ◽  
L2 Vocabulary ◽  
L1 And L2

ABSTRACTPrevious studies show that young monolingual children's ability to ‘fast map’ new word forms is closely associated with both their age and existing vocabulary knowledge. In this study we investigate potential relationships between age, fast mapping skills and existing vocabulary knowledge in both languages of developing bilingual preschool children. Participants were twenty-six typically developing children, ages 3 ; 0 to 5 ; 3. All children learned Hmong as their primary home language (L1) and English as a second language (L2). Fast mapping and vocabulary knowledge tasks were administered in L1 and L2. For vocabulary knowledge, scores were comparable in L1 and L2; for fast mapping, scores were somewhat greater in L1 than L2. In contrast to previous findings with monolingual children, fast mapping performance was not related to age or existing vocabulary knowledge in either Hmong or English. There were, however, significant positive and negative cross-language correlations between L1 fast mapping and L2 vocabulary.

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