How does word knowledge facilitate reading comprehension in a second language? A longitudinal study in Chinese primary school children learning English

Xie, Qiuzhi; Cai, Yuyang; Yeung, Susanna S.

doi:10.1007/s11145-022-10360-9

Cited by 3 publications

(1 citation statement)

References 58 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Vocabulary knowledge is critical for literacy development (e.g., Verhoeven et al, 2019;Xie et al, 2022a;Xie & Yeung, 2022), but the dimensionality of vocabulary is still controversial (Kieffer & Lesaux, 2012;Koh et al, 2020;Tannenbaum et al, 2006). According to Levelt et al's (1999) theory of lexical access in speech production, vocabulary storage includes both word phonological forms and semantic representations.…”

Section: Introductionmentioning

confidence: 99%

Examining the dimensionality of vocabulary in English as a second language in Chinese children

Xie,

Yeung

2024

J. Child Lang.

Self Cite

View full text Add to dashboard Cite

This study compared a unidimensional model of vocabulary and a two-factor model comprising vocabulary breadth and depth in a second language (L2). A total of 167 Chinese Grade 4 and 5 primary school children (Meanage = 9.96 years old) learning English as an L2 participated in this study, and they were tested on four English vocabulary tests. Our results of confirmatory factor analyses indicate that vocabulary breadth and depth were not two distinct dimensions, and the unidimensional model was supported. Theoretical and practical implications were discussed.

show abstract

Section: Introductionmentioning

confidence: 99%

Examining the dimensionality of vocabulary in English as a second language in Chinese children

Xie,

Yeung

2024

J. Child Lang.

Self Cite

View full text Add to dashboard Cite

show abstract

Specifying the contributions of morphological awareness to decoding, syntactic awareness, and reading comprehension in Chinese children learning English as a second language

Xie

Yeung²

2023

Read Writ

View full text Add to dashboard Cite

The effects of foreign language anxiety on English word reading among Chinese students at risk of English learning difficulties

Chan,

Yeung,

Chung

2024

Read Writ

View full text Add to dashboard Cite

Foreign language anxiety has influenced reading achievement in English as a second language learning (ESL). However, less is known about how foreign language anxiety affects Chinese students learning English as L2 and the interplay between foreign language anxiety and cognitive-linguistic factors on L2 reading performance. This longitudinal study examined the impact of foreign language anxiety on English word reading and the mediating effect of cognitive-linguistic skills between foreign language anxiety and English word reading in a sample of 177 grades 2 to 3 ESL Chinese students at risk of English learning difficulties. Foreign language anxiety was assessed using parent-rated and child-rated questionnaires at T1. Students were assessed on English word reading at T1 and T2 and cognitive-linguistic skills: phonological awareness, expressive vocabulary knowledge, and working memory at T1. Path analysis showed that parent-rated foreign language anxiety significantly predicted T1 English word reading after controlling for working memory. However, child-rated foreign language anxiety did not significantly predict English word reading. Moreover, mediation analysis showed that parent-rated foreign language anxiety significantly predicted T2 English word reading through T1 English word reading and expressive vocabulary knowledge. Findings highlight the impact of foreign language anxiety on L2 word reading and suggest that mothers’ involvement in children’s ESL is essential.

show abstract

How does word knowledge facilitate reading comprehension in a second language? A longitudinal study in Chinese primary school children learning English

Cited by 3 publications

References 58 publications

Examining the dimensionality of vocabulary in English as a second language in Chinese children

Examining the dimensionality of vocabulary in English as a second language in Chinese children

Specifying the contributions of morphological awareness to decoding, syntactic awareness, and reading comprehension in Chinese children learning English as a second language

The effects of foreign language anxiety on English word reading among Chinese students at risk of English learning difficulties

Contact Info

Product

Resources

About