An Integral Role of L2-English Basic Reading Components in L2 Word Recognition
0
조회
0
다운로드
2
인용
0
참고문헌
키워드
초록
The purpose of this study was to investigate the inter-relationships between L2 phonological awareness (PA), orthographic awareness (OA), morphological awareness (MA), and word recognition (WR), and to identify the critical determinants of L2 WR and their specific contributions to L2 WR in an EFL environment. Seventy-three Korean fourth-graders voluntarily took part in an assessment of the four fundamental components of literacy: L2 PA, OA, MA, and WR. The results showed that (1) there was a positive association between the three L2 basic reading components and L2 WR, and (2) L2 MA and OA emerged as the primary predictors of L2 WR including unfamiliar and pseudo WR. More specifically, L2 MA-inflection and OA-orthographic choice were identified as the dominant common factors in predicting L2 WR, with MA-inflection exhibiting the strongest explanatory power of L2 WR across unfamiliar and non-real words. These findings are discussed from both theoretical and educational standpoints, addressing the integral role of L2 MA and OA in L2 WR, in conjunction with Phase Model (Ehri, 2005).
Abstract
The purpose of this study was to investigate the inter-relationships between L2 phonological awareness (PA), orthographic awareness (OA), morphological awareness (MA), and word recognition (WR), and to identify the critical determinants of L2 WR and their specific contributions to L2 WR in an EFL environment. Seventy-three Korean fourth-graders voluntarily took part in an assessment of the four fundamental components of literacy: L2 PA, OA, MA, and WR. The results showed that (1) there was a positive association between the three L2 basic reading components and L2 WR, and (2) L2 MA and OA emerged as the primary predictors of L2 WR including unfamiliar and pseudo WR. More specifically, L2 MA-inflection and OA-orthographic choice were identified as the dominant common factors in predicting L2 WR, with MA-inflection exhibiting the strongest explanatory power of L2 WR across unfamiliar and non-real words. These findings are discussed from both theoretical and educational standpoints, addressing the integral role of L2 MA and OA in L2 WR, in conjunction with Phase Model (Ehri, 2005).
참고문헌 (45)
- Adams, M. J., "Beginning to read: Thinking and learning about print" (1990), MIT Press
- Anthony, J., "Development of phonological awareness", Current Directions in Psychological Science, 14(5), pp.255~259 (2005)
- Apel, K., "Language and literacy learning in schools", pp.292~315 (2004), Guilford Press
- Apel, K, "What is orthographic knowledge?", Language, Speech, and Hearing Services in Schools, 42, pp.592~603 (2011)
- Apel, K., "Metalinguistic contributions to reading and spelling in second and third grade students", Reading and Writing, 25, pp.1283~1305 (2012)
- Baek, S., "A guide to running SPSS package for second language acquisition and applied linguistics research" (2019), Chonnam National University Press
- Bialystok, E., "Emerging bilingualism: Dissociating advantages for metalinguistics awareness and executive control", Cognition, 122, pp.67~73 (2012)
- Bradley, L., "Categorizing sounds and learning to read: A casual connection", Nature, 303, pp.419~421 (1983)
- Bruce, D. J, "The analysis of word sounds", British Journal of Educational Psychology, 34, pp.158~170 (1964)
- Carlisle, J. F., "Morphological aspects of language processing", pp.189~209 (1995), Lawrence Erlbaum Associates
- Cassar, M. T., "The beginnings of orthographic knowledge: Children’s knowledge of double letters in words", Journal of Educational Psychology, 89, pp.631~644 (1997)
- Chen, X., "The role of compound awareness in Chinese children’s vocabulary acquisition and character reading", Reading and Writing, 22, pp.615~631 (2009)
- Choi, W., "Within- and cross-language contributions of morphological awareness to word reading development in Chinese-English bilingual children", Reading and Writing, 31(8), pp.1787~1820 (2018)
- Coltheart, M, "Dual route and connectionist models of reading: an overview", London Review of Education, 4(1), pp.5~17 (2006)
- Deacon, S., "Morphological awareness: Just “more phonological”? The roles of morphological and phonological awareness in reading development", Applied Psycholinguistics, 25, pp.223~238 (2004)
- Dixon, L. Q., "The development of language", pp.285~307 (2016), Pearson
- Ehri, L. C., "The science of reading: A handbook", pp.135~154 (2005), Blackwell
- Goswami, U, "Phonological representations, reading development and dyslexia towards a cross-linguistic theoretical framework", Dyslexia, 6(2), pp.133~151 (2000)
- Goswami, U., "Phonological skills and learning to read" (1990), Erlbaum
- Green, L., "Morphological development in children’s writing", Journal of Educational Psychology, 95(4), pp.752~761 (2003)
- Ji, M., "Native Korean-speaking children learning to read in English: A structural analysis of L2-English literacy acquisition", Journal of Psycholinguistic Research, 48(2), pp.391~415 (2018)
- Ke, S., "Morphological instruction and reading development in young L2 readers: A scoping review of causal relationship", Studies in Second Language Learning and Teaching, 11(3), pp.331~350 (2021)
- Kieffer, M., "The role of derivational morphology in the reading comprehension of Spanish-speaking English language learners", Reading and Writing, 21, pp.783~804 (2008)
- Kirby, J., "Children’s morphological awareness and reading ability", Reading and Writing, 25, pp.389~410 (2012)
- Kirk, C., "Integrated morphological awareness intervention as a tool for improving literacy", Language, Speech, and Hearing Services in Schools, 40, pp.341~351 (2009)
- Kuo, L. J., "Learning to read across languages: Cross-linguistic relationships in first- and second-language literacy development", pp.39~67 (2008), Routledge
- Li, Y., "Relative effectiveness of phonological and morphological awareness training on L2 word reading in EFL children", System, 60, pp.93~104 (2016)
- Masonheimer, P., "Does environmental print identification lead children into word reading?", Journal of Reading Behaviour, 16, pp.257~272 (1984)
- McBride-Chang, C., "The role of morphological awareness in children’s vocabulary acquisition in English", Applied Psycholinguistics, 26, pp.415~435 (2007)
- McBride-Chang, C., "What’s in a word? Morphological awareness and vocabulary knowledge in three languages", Applied Psycholinguistics, 29, pp.437~462 (2008)
- English Department Curriculum, "Ministry of Education", Ministry of Education, ~, pp.Ministry of Education Notification No. 2015-74 (2015)
- Naggy, W., "Relationship of morphology and other language skills to literacy skills in at-risk second-grade readers and at-risk fourth-grade writers", Journal of Educational Psychology, 95(4), pp.730~742 (2003)
- Naggy, W., "Contribution of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students", Journal of Educational Psychology, 98(1), pp.134~147 (2006)
- Plag, I., "Word-formation in English" (2003), Cambridge University Press
- Ramirez, G., "Morphological awareness and vocabulary development among kindergarteners with different ability levels", Journal of Learning Disabilities, 47(1), pp.54~64 (2013)
- Roman, A. A., "Toward a comprehensive view of the skills involved in word reading in Grades 4, 6, and 8", Journal of Experimental Child Psychology, 102, pp.96~113 (2009)
- Schiff, R., "Role of phonological and morphological awareness in L2 oral word reading", Language Learning, 57(2), pp.271~298 (2007)
- Share, D. L, "On the Anglocentricities of current reading research and practice: The perils of overreliance on an “outlier” orthography", Psychological Bulletin, 134(4), pp.584~615 (2008)
- Sun-Alperin, M. K., "Cross-language transfer of phonological and orthographic processing skills from Spanish L1 to English L2", Reading and Writing, 24, pp.591~614 (2011)
- Wang, M., "The importance of morphological awareness in Korean-English biliteracy acquisition", Contemporary Educational Psychology, 34, pp.132~142 (2009)
- Woodcock, R. W., "Woodcock-Johnson III Diagnostic Reading Battery" (2004), Riverside
- Yeung, S. S. S., "Effects of a phonological awareness program on English reading and spelling among Hong Kong Chinese ESL children", Reading and Writing, 26, pp.681~704 (2013)
- Zhang, D., "Morphological awareness in biliteracy acquisition: A study of young Chinese EFL readers", International Journal of Bilingualism, 18(6), pp.570~585 (2014)
- Zhao, J., "Contribution of phonological, morphological and orthographic awareness to English word spelling: A comparison of EL1 and EFL models", Contemporary Educational Psychology, 49, pp.185~194 (2017)
- Ziegler, J. C., "Becoming literate in different languages: Similar problems, different solutions", Developmental Science, 9(5), pp.429~436 (2006)