Contributions of Korean Morphological Awareness to English Spelling of Upper Elementary-School Students
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초록
The purpose of the current study is to examine the cross-language transfer relationship between morphological awareness and spelling. Results from structural equation modeling indicate that English learning Korean-speaking children in Grades 4 and 6 tend to transfer morphological awareness skills acquired in the course of learning their first language to the process of learning to build English words. To be more specific, the result reveals that 68% of the total variance in English spelling is explained by Korean morphological awareness, along with the mediation of English vocabulary. Further, the extent of the relationship between Korean morphological awareness and English spelling seems to be affected by the developmental level of the children. The pedagogical implications of these results are discussed at the end of the paper especially from the context of English teaching in Korea.
Abstract
The purpose of the current study is to examine the cross-language transfer relationship between morphological awareness and spelling. Results from structural equation modeling indicate that English learning Korean-speaking children in Grades 4 and 6 tend to transfer morphological awareness skills acquired in the course of learning their first language to the process of learning to build English words. To be more specific, the result reveals that 68% of the total variance in English spelling is explained by Korean morphological awareness, along with the mediation of English vocabulary. Further, the extent of the relationship between Korean morphological awareness and English spelling seems to be affected by the developmental level of the children. The pedagogical implications of these results are discussed at the end of the paper especially from the context of English teaching in Korea.
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