Cognitive Retroactive Transfer (CRT) of Language Skills Among Bilingual Arabic-English Readers

Abu‐Rabia, Salim; Shakkour, Wael; Siegel, Linda S.

doi:10.1080/15235882.2013.775975

Cited by 38 publications

(52 citation statements)

References 60 publications

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“…The reason why we examined these skills is because firstly it has shown that these skills play an important role in L2 learning (Sparks, 2012) and secondly because they have also been studied in previous research on CRT Hypothesis (Abu-Rabia & Bluestein-Danon, 2012;Abu-Rabia & Shakkour, 2014;Abu-Rabia, Shakkour, & Siegel, 2013), the design of which we will follow in order to design our intervention.…”

Section: Methodsmentioning

confidence: 99%

“…However, there are also studies that showed that the degree of syntactic awareness in L1 was not transferred to L2 (Chiappe, Siegel & Wade-Woolley, 2002). Furthermore, several studies have shown that language components of L1, such as phonological, morphological and syntactic knowledge, spelling knowledge and vocabulary contribute to the understanding of L2 (Abu-Rabia & Bluestein-Danon, 2012;Abu-Rabia & Shakkour, 2014;Abu-Rabia et al, 2013;Kahn-Horwitz et al, 2005;Kieffer & Lesaux, 2008;Zhang & Koda, 2008). However, researches such as that of Akamatsu, (2003) found that there was no transfer of linguistic skills that would contribute to improving L2's reading comprehension.…”

Section: Research Findings On the Linguistic Skills Transfer Between mentioning

confidence: 99%

“…According to this theory, students who begin to read in non-transparent spelling languages face problems due to the inconsistency that exists and cannot rely on smaller graphophone units, since there is no systematic correspondence between graphemes and phonemes. Conversely, students who learm reading in spelling-coherent languages are based on the decoding strategy (Abu-Rabia et al, 2013;Ziegler & Goswami, 2005). …”

Section: Psycholinguistic Grain Sizementioning

confidence: 99%

See 2 more Smart Citations

Learning Difficulties in First and Second Language: Preliminary Results from a Cross-linguistic Skills Transfer

Ανδρέου¹,

Segklia²

2017

ELR

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Research has repeatedly shown a cross-linguistic skills transfer from the first language (L1) to the second/foreign language (L2) and its impact on L2 learning. In the present article we report preliminary results from a pilot study we conducted in order to examine linguistic skills transfer from L1 (Greek) to L2 (English) among secondary school students with learning difficulties (L.D.). Our results have shown that the difficulties that occur in L1 (decoding reading skills and spelling) also occur in L2. These findings are in line with previous research and enhance further the existence of the link between first and second language learning difficulties.

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Section: Methodsmentioning

confidence: 99%

Section: Research Findings On the Linguistic Skills Transfer Between mentioning

confidence: 99%

Section: Psycholinguistic Grain Sizementioning

confidence: 99%

See 1 more Smart Citation

Learning Difficulties in First and Second Language: Preliminary Results from a Cross-linguistic Skills Transfer

Ανδρέου¹,

Segklia²

2017

ELR

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“…In contrast, many other studies that investigated linguistic transfer of orthographic knowledge between alphabetic languages and English revealed that orthographic knowledge is language-specific and cannot transfer between languages (Abu-Rabia, 1997aAbu-Rabia & Blueistin-Danon, 2012;Abu-Rabia, Shakkour, & Siegel, 2013;Abu-Rabia & Siegel, 2003;Arab-Moghaddam & Sénéchal, 2001;Morfidi, Van der Leij, de Jong, Scheltinga, & Bekebrede, 2007;Ryan & Meara, 1991;Sun-Alperin & Wang, 2009;. Sun-Alperin & Wang (2009) indicated that processing orthography did predict reading and spelling abilities in Spanish L1 and English L2, but there was no transfer between them.…”

Section: Transfer Between Alphabetic Languages and Englishmentioning

confidence: 68%

Cognitive Skill Transfer in English Reading Acquisition: Alphabetic and Logographic Languages Compared

Shakkour¹

2014

OJML

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The purpose of this article is to review published studies regarding acquisition of English as a second or foreign language by students of different linguistic backgrounds, in light of the English language's opaque alphabetic orthography. This review focuses on the contribution of first language cognitive skills (orthographic knowledge, phonological awareness, and morphological awareness) in native speakers of languages with alphabetic and logographic orthographies, to English second-language reading skills (word reading and reading comprehension), to better understand the contribution of cognitive reading skills in alphabetic and logographic languages to the acquisition of English reading skills as a second language. The author examines findings in the context of second-language learning theories, and two contradictory hypotheses in particularthe linguistic interdependence hypothesis and the script-dependent hypothesis. The author finds that no consensus can be indicated as to the contribution of most native-language skills in alphabetic vs. logographic languages to the acquisition of second-language or foreign-language English reading, or even whether or not they are language-specific (script-dependent). The exception is phonological awareness in alphabetical orthographies (but not logographic orthographies) which received a consensus among researchers supporting its transfer from the native language to English as a second or foreign language.

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“…Several areas of language, from pragmatics to lexis and morphology were investigated, for example at phonetic (Zinszer et al, 2015), morphsyntactic (Balcom, 2003), lexical (Laufer, 2003), semantic (Pavlenko, 2003), pragmatic (Abu-Rabia, 2013), rhetorical , and conceptual (Kesckes & Papp, 2003) level. Most of the studies on the influence of the L2 on the L1, collected by Cook (2003), usually refer to L1 speakers living in the L2 community.…”

Section: Introductionmentioning

confidence: 99%

The Effect of English Passive Voice Learning on the Use of “Bei” Structure: An Empirical Study

Cao¹

2016

IJEL

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This paper conducts an empirical investigation among English foreign language (EFL) learners at a university in China, mainly on their understanding of the passive voice in their native language to verify the existence of backward transfer in their first language (L1) environment and how backward transfer may relate to the learners' proficiency of second language (L2) English and L1 Chinese in the sentence translation task (STT) and discourse task (DT) of Chinese paragraph writing. The study shows that backward transfer does exist at STT or sentence level in L1 environment. Additionally, the Chinese participants at intermediate English proficiency level are likely to experience backward transfer from L2 English to L1 Chinese. Moreover, for EFL learners at the lower and top English proficiency level no obvious signs of backward transfer shown at the sentence level. And all of the EFL participants have not been influenced by L2 English in the Chinese discourse task. The results of this study convey the complexity of backward transfer and its interactions with L1 and L2 proficiency and different tasks.

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Cognitive Retroactive Transfer (CRT) of Language Skills Among Bilingual Arabic-English Readers

Cited by 38 publications

References 60 publications

Learning Difficulties in First and Second Language: Preliminary Results from a Cross-linguistic Skills Transfer

Learning Difficulties in First and Second Language: Preliminary Results from a Cross-linguistic Skills Transfer

Cognitive Skill Transfer in English Reading Acquisition: Alphabetic and Logographic Languages Compared

The Effect of English Passive Voice Learning on the Use of “Bei” Structure: An Empirical Study

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