The Respective Contributions of Semantic Flexibility and Oral Language Skills to Aural Sentence Comprehension and Reading in a Second Language
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
This study examined the role of semantic flexibility measured using a wide range of vocabulary skills and oral language proficiency in L2 reading acquisition. Eighty four children participated in the study from two international sites. The contrast provided insights into the respective contributions of Korean and English oral and reading skills to L2 reading performance. A set of regression techniques was performed. The role of vocabulary skills in auditory sentence comprehension was differentiated according to the modality of vocabulary (receptive vocabulary vs. expressive vocabulary), language to be learned (L1 vs. L2), and learning context (Korea vs. America). As partial support for the Linguistic Threshold Hypothesis, the results of this study demonstrated that L1 oral language proficiency was a dominant predictor of L2 reading for both lower- and higher-level Korean-speaking readers. On the other hand, the English-speaking counterparts showed that English (L1) reading skills and Korean (L2) oral linguistic proficiency were predictive of Korean (L2) reading only for the higher-achieving group.
Abstract
This study examined the role of semantic flexibility measured using a wide range of vocabulary skills and oral language proficiency in L2 reading acquisition. Eighty four children participated in the study from two international sites. The contrast provided insights into the respective contributions of Korean and English oral and reading skills to L2 reading performance. A set of regression techniques was performed. The role of vocabulary skills in auditory sentence comprehension was differentiated according to the modality of vocabulary (receptive vocabulary vs. expressive vocabulary), language to be learned (L1 vs. L2), and learning context (Korea vs. America). As partial support for the Linguistic Threshold Hypothesis, the results of this study demonstrated that L1 oral language proficiency was a dominant predictor of L2 reading for both lower- and higher-level Korean-speaking readers. On the other hand, the English-speaking counterparts showed that English (L1) reading skills and Korean (L2) oral linguistic proficiency were predictive of Korean (L2) reading only for the higher-achieving group.
참고문헌 (31)
- Adams,M., "Beginning to read: Thinking and learning about print" (1990), The MIT press
- Alderson,J., "Reading in a foreign language: A reading problem or a language problem? In : Reading in a foreign language", pp.1~24 (1984), Longman
- Bernhardt, E., "Interpreting relationships between L1 and L2 reading: Consolidating the linguistic interdependent hypothesis", Applied Linguistics, 16, pp.15~34 (1995)
- Bossers,B., "On thresholds, ceilings, and short-circuits: The relation between L1 reading, L2 reading and L2 knowledge", AILA Review, 8, pp.45~60 (1991)
- Brisbois,J., "Connections between first- and second-language reading", ournal of Reading Behavior, 27(4), pp.565~584 (1995)
- Carrell,P., "Second language reading: Reading ability or language proficiency?", Applied Linguistics, 12, pp.223~242 (1991)
- Cummins,J., "Linguistic interdependence and the educational development of bilingual children", Review of Educational Research, 49, pp.222~251 (1979)
- Cummins,J., "Implications of bilingual proficiency for the education of minority language students. In : Language issues and education policies: Exploring Canada's multilingual resources", pp.21~34 (1984), Oxford E
- Dunn, L., "Peabody picture vocabulary test-III" (1997), American Guidance Service
- Durgunoglu, A. Y., "Cross-language transfer of phonological awareness", Journal of Educational Psychology, 85, pp.453~465 (1993)
- Gottardo, A., "Factors related to English reading performance in?children with Chinese as a first language: More evidence of cross-language transfer of processing", Journal of Educational, 93(3) (2001)
- Hoover, W. A., "The simple view of reading", Reading and Writing: An Interdisciplinary Journal, 2, pp.127~160 (1990)
- Huisingh, R., "he elementary Word-R test. East Moline" (1990), LinguiSystems
- Koda,K., "Insights into second language reading: A cross-linguistic approach" (2005), Cambridge University Press
- "Korean Ministry of Education and Human Resources Development (KMEHRD; 2002a), Korean reading: Grade 1-3. Seoul: Korea", ~ (2002)
- "Korean Ministry of Education and Human Resources Development (KMEHRD; 2002b), Korean I, II, III: Text for Koreans abroad. Seoul: Korea", ~ (2002)
- Kroll, J., "Category interference in translation and picture naming: Evidence for asymmetric connections between bilingual memory representations", Journal of Memory and Language, 33, pp.149~174 (1994)
- Lee, J., "The relative contribution of L2 language proficiency and L1 reading ability to L2 reading performance: A test of the threshold hypothesis in an EFL context", TESOL Quarterly, 31(4), pp.713~739 (1997)
- McBride-Chang,C., "Children’s literacy development" (2004), Arnold
- Nagy, W. E., "Breadth and depth of vocabulary knowledge: Implications for acquisition and instruction. In : The nature of vocabulary acquisition", pp.19~35 (1987), Erlbaum Associates
- 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)
- Pinker,S., "Words and rules: The ingredients of language" (1986), HarperCollins
- Snow,C., "Literacy and language: Relationships during the preschool years", Harvard Educational Review, 53, pp.165~189 (1983)
- Sparks, R. L., "Early first-language reading and spelling skills predict later second-language reading and spelling skills", Journal of Educational Psychology, 100(1), pp.162~174 (2008)
- Suh,S.K., "The modern Korean copular: Word frequency" (1998), Yonsei University Press
- Taillefer,G.F., "L2 reading ability: Further insight into the short-circuit hypothesis", Modern Language Journal, 80, pp.461~477 (1996)
- Wagner, R. K., "The nature of phonological processing and its causal role in the acquisition of reading skills", Psychological Bulletin, 101, pp.192~212 (1987)
- Wechsler,D., "Wechsler individual achievement test-II" (2001), The Psychological Corporation
- Woodcock, R. W., "Woodcock reading mastery tests-Revised" (1998), American Guidance Service
- Ziegler, J. C., "Reading acquisition, developmental dyslexia, and skilled reading across Languages: A psycholinguistic grain size theory", Psychological Bulletin, 131(1), pp.3~29 (2005)
