Derivational Morphology in Reading Comprehension of Chinese-Speaking Learners of English: A Longitudinal Structural Equation Modeling Study

Autor/in	Zhang, Dongbo
Titel	Derivational Morphology in Reading Comprehension of Chinese-Speaking Learners of English: A Longitudinal Structural Equation Modeling Study
Quelle	In: Applied Linguistics, 38 (2017) 6, S.871-895 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-6001
DOI	10.1093/applin/amv072
Schlagwörter	Morphology (Languages); English (Second Language); Second Language Learning; Reading Comprehension; Chinese; Native Language; Vocabulary Development; Reading Fluency; Metalinguistics; Prediction; Role; Teaching Methods; Second Language Instruction; Longitudinal Studies; Measures (Individuals); Structural Equation Models + Suchen Sie Ihr Suchwort? Morphology; Morphologie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Leseverstehen; China; Chinesen; Wortschatzarbeit; Metalanguage; Metasprache; Vorhersage; Rollen; Teaching method; Lehrmethode; Unterrichtsmethode; Fremdsprachenunterricht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Messdaten
Abstract	This longitudinal study examined the contribution of morphological awareness to English as a Second Language (ESL) reading comprehension. Young Chinese-speaking ESL learners completed twice with a one-year interval the same set of tasks that measured derivational awareness, vocabulary breadth, fluency of reading derived words, and passage comprehension. Structural Equation Modeling analyses revealed that at both Time 1 and Time 2, morphological awareness had a significant direct effect on reading comprehension over and above vocabulary knowledge, and such an effect became stronger over time. A significant indirect effect of morphological awareness on reading comprehension was also observed at both times. However, how the indirect effect was achieved varied across times. Longitudinally, Time 1 morphological awareness failed to significantly predict Time 2 reading comprehension over and above Time 1 reading comprehension and vocabulary knowledge; however, an indirect effect through the latter two variables was significant. This study indicates an increasingly important role of morphology in ESL reading comprehension, and highlights a need of explicit teaching of morphology to facilitate ESL learners' reading development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01