The contribution of phonological and morphological awareness in Chinese–English bilingual reading acquisition

Lin, Candise Y.; Cheng, Chenxi; Wang, Min

doi:10.1007/s11145-017-9775-8

Cited by 31 publications

(19 citation statements)

References 65 publications

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“…Accordingly, it may be suggested that the advantage of Arabic-speaking bilingual children finds expression in a positive transfer from a more complex morphological system (Arabic) to a less complex system (Hebrew). This hypothesis is in line with the data on bidirectional morphological transfer between languages with varying linguistic distance, for example between English and Chinese (Lin, Cheng, & Wang, 2018; Pasquarella, Chen, Lam, Luo, & Ramirez, 2011) and between a bilingual morphological system (e.g. Russian/German and Turkish/German) and a third (English) language system (Siemund & Lechner, 2015).…”

Section: Discussionsupporting

confidence: 87%

Morphological ability among monolingual and bilingual speakers in early childhood: The case of two Semitic languages

Asli‐Badarneh

Leikin

2018

International Journal of Bilingualism

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This study examines the possible effects of bilingualism, mother tongue and type of morphology on morphological awareness of Arabic- and Hebrew-speaking preschoolers (mean age – 5:4). Four groups of children participated in the study: (1) 50 Arabic-speaking monolingual speakers; (2) 50 Hebrew-speaking monolingual speakers; (3) 50 Arabic/Hebrew bilingual speakers; and (4) 50 Hebrew/Arabic bilingual speakers. Participants from the bilingual groups were sequential non-balanced bilingual speakers who started learning a second language at ages 3–4 in a bilingual Arabic/Hebrew kindergarten. All children performed two tasks on inflectional morphology and three tasks on derivational morphology in one or both languages. To examine inflectional morphology, domain plural nouns were chosen because of their linear nature in both Hebrew and Arabic and because inflectional plural-noun morphology is acquired very early. In derivational morphology, the focus was on the verbs because of their high token frequency, early acquisition compared to nominal morphology, and its importance for Semitic languages. The results demonstrate significant effects of mother tongue, bilingualism and type of morphology on the children’s performance. The better results were obtained in Hebrew-speaking monolinguals and in Arabic-speaking bilinguals. Monolingual Hebrew speakers performed better in Hebrew than Arabic-speakers did in Arabic. At the same time, Arabic-speaking bilingual children demonstrated significantly better results in Hebrew (second language) than Hebrew speakers did in Arabic (second language). Analysis of the findings also shows that differences in performance among the bilingual and monolingual groups seem to relate not only to psycholinguistic factors such as linguistic complexity but also to sociolinguistic factors (e.g. diglossia in Arabic).

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Section: Discussionsupporting

confidence: 87%

Morphological ability among monolingual and bilingual speakers in early childhood: The case of two Semitic languages

Asli‐Badarneh

Leikin

2018

International Journal of Bilingualism

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“…Another plausible explanation lies in the possible mediating role of morphological awareness, which, although not examined in this study, was derived from previous studies showing the intercorrelations among Chinese phonological skills, English morphological awareness, and English reading comprehension (Lin, Cheng, & Wang, 2017; Wang, Cheng, & Chen, 2006). For example, according to Lin and colleagues (2017), the direct contribution of Chinese rime awareness to English reading comprehension beyond relevant English phonological skills mostly likely occurred because Chinese children’s sensitivity to rime facilitates the identification of the suffix morphemes, thereby enhancing their comprehension of words, sentences, and passages. Similarly, Wang and colleagues (2006) reported significant correlations between Chinese lexical tone awareness and English derivational awareness ( r = .29, p < .05), and between Chinese onset awareness and English derivational awareness ( r = .37, p < .01).…”

Section: Discussionmentioning

confidence: 92%

Bidirectional Cross-Linguistic Association of Phonological Skills and Reading Comprehension: Evidence From Hong Kong Chinese-English Bilingual Readers

2019

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This study examined the roles of first-language (L1) Chinese and second-language (L2) English phonological skills in English and Chinese reading comprehension, respectively, and their association with reading comprehension difficulties among Hong Kong Chinese-English bilingual children. We tested 258 second graders on nonverbal intelligence, working memory, phonological skills, word reading, and reading comprehension, in both Chinese and English. Structural equation modeling analyses revealed that Chinese phonological skills contributed to English reading comprehension both directly and indirectly, through the mediation of English phonological skills and English word reading. In contrast, English phonological skills contributed only indirectly to Chinese reading comprehension through L1 Chinese phonological and word reading skills. Furthermore, poor Chinese readers, poor English readers, and poor readers in both Chinese and English exhibited lower levels of lexical tone awareness than average readers, even after controlling for nonverbal intelligence, word reading, and working memory. Poor Chinese readers outperformed poor English readers and poor readers in both Chinese and English on Chinese segmental phonological awareness, and their performance was comparable to average readers. These findings suggest that both suprasegmental and segmental phonological skills are critical to the development of reading comprehension across L1 Chinese and L2 English in Hong Kong Chinese-English bilingual children.

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“…The three SMA selected textbooks evaluated in this research should have contained the materials regarding with phonological recognition and individual sound pronunciation. In connection with the phonological recognition material, Lin, Cheng, & Wang (2018) suggest…”

Section: Graph 1 Vocabulary-related Content Coverage In Books X Xi and Xiimentioning

confidence: 99%

Vocabulary as Part of Linguistic Competence in Sma English Textbooks in Indonesia

Sukur

2020

AJP

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This research aims to reveal to what extent the textbooks developed for senior high school students all around Indonesia have provided or developed the materials for vocabulary learning purpose to promote students’ competence in using English for their daily communication. This qualitative content analysis research was conducted with the content analysis research method and was carried out in Yogyakarta Special Territory from 2018 to 2019. The research data were collected and managed with the help of NVivo 11 Plus and NVivo 12 Plus Software. The data were gathered from three English textbooks for Senior High School Students: Bahasa Inggris X, Bahasa Ingris XI, and Bahasa Inggris XII, all of which were specifically developed by the Indonesian Government to be used by all SMA (Senior High School) students all over Indonesia. To achieve reliability agreement level of data, the Kappa Statistics reliability test was used; the result of which was > 0.75 (excellent). The research result shows that the contents of the three textbooks selected for this research in terms of vocabulary-related materials are not consistent; Not all textbooks and not all chapters presented the materials for the students to learn and improve their vocabulary. It is advisable that the English textbooks prepared all SMA students all over Indonesia develop materials or topics particularly the vocabulary consistently.

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The contribution of phonological and morphological awareness in Chinese–English bilingual reading acquisition

Cited by 31 publications

References 65 publications

Morphological ability among monolingual and bilingual speakers in early childhood: The case of two Semitic languages

Morphological ability among monolingual and bilingual speakers in early childhood: The case of two Semitic languages

Bidirectional Cross-Linguistic Association of Phonological Skills and Reading Comprehension: Evidence From Hong Kong Chinese-English Bilingual Readers

Vocabulary as Part of Linguistic Competence in Sma English Textbooks in Indonesia

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