Cross-Language Interdependence and Transfer: Orthography, Phonology, and Semantics in the Reading Acquisition of Shallow and Deep Orthographic Scripts
0
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
The functional role of orthography, phonology, and semantics in bilingual literacy development was examined, utilizing contrasts between a shallow orthography (Korean) and deep orthography (English). The participants consisted of two groups: (1) young Korean-native children who lived in Korea and learned English as L2 (Korean-English bilinguals) and (2) Korean immigrant children residing in the U.S. who were learning Korean as L2 (English-Korean bilinguals). Regression analyses evidenced a different pattern between the groups in predicting L1 and L2 reading performance. This study showed that orthographic, phonological, and semantic domains played a different role in learning shallow and deep orthographies. The linguistic characteristics of L1 also had an impact on learning L2. Orthographic representation served as a more significant factor than phonological processing skills for Korean-English bilinguals whose L1 had a consistent letter-sound correspondence. In contrast, phonological processing skills were considered important for English-Korean bilingual learners whose L1 was a deeper orthography.
Abstract
The functional role of orthography, phonology, and semantics in bilingual literacy development was examined, utilizing contrasts between a shallow orthography (Korean) and deep orthography (English). The participants consisted of two groups: (1) young Korean-native children who lived in Korea and learned English as L2 (Korean-English bilinguals) and (2) Korean immigrant children residing in the U.S. who were learning Korean as L2 (English-Korean bilinguals). Regression analyses evidenced a different pattern between the groups in predicting L1 and L2 reading performance. This study showed that orthographic, phonological, and semantic domains played a different role in learning shallow and deep orthographies. The linguistic characteristics of L1 also had an impact on learning L2. Orthographic representation served as a more significant factor than phonological processing skills for Korean-English bilinguals whose L1 had a consistent letter-sound correspondence. In contrast, phonological processing skills were considered important for English-Korean bilingual learners whose L1 was a deeper orthography.
참고문헌 (26)
- Adams,M., "Beginning to Read: Thinking and Learning about Print" (1990), The MIT press
- Cho,J., "Levels of Phonological Awareness in Korean and English: A 1-year Longitudinal Study", Journal of Educational Psychology, 97, pp.564~571 (2005)
- Dunn, L., "Peabody Picture Vocabulary Test-III" (1997), American Guidance Service
- Durgunoglu, A., "Cross-Language Transfer of Phonological Awareness", Journal of Educational Psychology, 85, pp.453~465 (1993)
- Goswami,U., "Causal Connections in Beginning Reading: The Importance of Rhyme", Journal of Research in Reading, 22, pp.217~240 (1999)
- Kang,H., "Development of Semantic and Phonological Priming in a Shallow Orthograph", Developmental Psychology, 32, pp.860~866 (1996)
- Katz, L., "The Reading Process is Different for Different Orthographies: The Orthographic Depth Hypothesis. In : Orthography, Phonology, Morphology", pp.67~84 (1992), North Holland
- Koda,K., "Insights into Second Language Reading: A Cross-Linguistic Approach" (2005), Cambridge University Press
- Korean Educational Development Institute, "Korean National Reading Tests. Grade 1-3" (2002), Korea
- Korean Ministry of Education and Human Resources Development, "Korean Reading: Grade 1-3" (2002), Korea
- Korean Ministry of Education and Human Resources Development, "Korean I, II, III: Text for Koreans abroad" (2002), Korea
- Kroll,J., "Category Interference in Translation and Picture Naming: Evidence for Asymmetric Connections between Bilingual Memory Representations", Journal of Memory & Language, 33, pp.149~174 (1994)
- McBride-Chang,C., "Children’s Literacy Development" (2004), Arnold
- Olson, R., "Specific Deficits in Component Reading and Language Skills: Genetic and Environmental Influences", Journal of Learning Disabilities, 22, pp.339~348 (1989)
- Pae, H. K., "Cross-Language Links between English and Korean in Second-Language Reading Acquisition", Journal of Communication Disorders, 2(1), pp.68~79 (2004)
- Perfetti,C., "Reading Ability" (1985), Oxford University Press
- Stanovich,K., "Phonotypic Performance Profile of Children with Reading Disabilities: A Regression-Based Test of the Phonological-Core Variable-Difference Model", Journal of Educational Psychology, 86, pp.24~53 (1994)
- Suh, S, K., "The Modern Korean Copular: Word Frequency" (1998), Yonsei University Press
- Taylor,I., "Writing and Literacy in Chinese, Korean, and Japanese" (2005), John Benjamins Publishing Co
- Wagner,R., "The Nature of Phonological Processing and Its Causal Role in the Acquisition of Reading Skills", Psychological Bulletin, 101, pp.192~212 (1987)
- Wagner, R., "Comprehensive Test of Phonological Processing" (1999), Pro-Ed
- Wang, M., "Alphabetic and Nonalphabetic L1 Effects in English Word Identification: A Comparison of Korean and Chinese English L2 Learners", Cognition, 87, pp.129~149 (2003)
- Woodcock,R., "Woodcock Reading Mastery Tests-Revised" (1998), American Guidance
- Yamada, J., "An L1-Script-Transfer-Effect Fallacy: A Rejoinder to Wang et al", Cognition, 93(127)통권 : 132 (2003)
- Yoon, H. K. D., "Subsyllabic Units in Reading: A Difference between Korean and English. In : Precursors of Functional Literacy", pp.139~163 (2002), John Benjamins Publishing Co
- Ziegler,J., "Reading Acquisition, Developmental Dyslexia, and Skilled Reading across Languages: A Psycholinguistic Grain Size Theory", Psychological Bulletin, 131(1), pp.3~29 (2005)