The role of first-language listening comprehension in second-language reading comprehension.

Autor/inn/en	Edele, Aileen; Stanat, Petra
Titel	The role of first-language listening comprehension in second-language reading comprehension.
Quelle	In: Journal of educational psychology, 108 (2016) 2, S. 163-180Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0663; 1939-2176
DOI	10.1037/edu0000060
Schlagwörter	Russisch; Schüler; Türkisch; Regressionsanalyse; Lesekompetenz; Schuljahr 09; Schüler; Erstsprache; Hörverständnis; Zweitsprache; Russisch; Türkisch; Regressionsanalyse; Lesekompetenz; Migrationshintergrund; Migrationshintergrund; Zweitsprache
Abstract	Although the simple view of reading and other theories suggest that listening comprehension is an important determinant of reading comprehension, previous research on linguistic transfer has mainly focused on the role of first language (L1) decoding skills in second language (L2) reading. The present study tested the assumption that listening comprehension in L1 is a significant predictor of language minority students' reading comprehension in L2. In addition, we explored whether the cross-linguistic relationship is particularly pronounced at higher levels of L1 proficiency. The sample included 502 9th grade students with Russian as L1 and 662 9th grade students with Turkish as L1 from a nationwide study conducted in Germany. The L1s of these students differ in their similarity to their L2, German: Russian is considerably more similar to German than is Turkish. In both language groups, L1 listening comprehension significantly predicted L2 reading comprehension in linear regression models; this was also true after important control variables were taken into account. Polynomial regression models indicated that the relationship between L1 proficiency and L2 proficiency was linear in the Russian sample, yet stronger at higher levels of L1 proficiency in the Turkish sample. Thus, the prediction that transfer should be more pronounced at higher levels of L1 proficiency was also partly supported. Our study extends the range of L1 skills previously known to transfer to L2 reading. We found the predicted relationship between L1 listening comprehension and L2 reading comprehension in 2 language groups with varying degrees of language similarity, suggesting that the effect is language-independent. (PsycINFO Database Record (c) 2016 APA, all rights reserved). (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2017/1