Cross-Linguistic Morphological Awareness in Chinese Heritage Language Reading Acquisition

Autor/inn/en	Zhang, Haomin; Koda, Keiko
Titel	Cross-Linguistic Morphological Awareness in Chinese Heritage Language Reading Acquisition
Quelle	In: Journal of Psycholinguistic Research, 50 (2021) 2, S.335-353 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Haomin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0090-6905
DOI	10.1007/s10936-020-09722-7
Schlagwörter	Contrastive Linguistics; Morphology (Languages); Metalinguistics; English (Second Language); Language Dominance; Path Analysis; Native Language; Inferences; Language of Instruction; Heritage Education; Literacy Education; Oral Language; Reading Tests; College Students; Correlation; Bilingualism; Reading Skills; Transfer of Training; Chinese; Second Language Learning; Second Language Instruction; Teaching Methods; Language Usage; Family Environment + Suchen Sie Ihr Suchwort? Linguistics; Kontrastive Linguistik; Morphology; Morphologie; Metalanguage; Metasprache; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachliche Dominanz; Pfadanalyse; Inference; Inferenz; Teaching language; Unterrichtssprache; Oral interpretation; Mündlicher Sprachgebrauch; Lesetest; Collegestudent; Korrelation; Bilingualismus; Reading skill; Lesefertigkeit; Training; Transfer; Ausbildung; China; Chinesen; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; Familienmilieu
Abstract	The study aimed to explore cross-linguistic contributions of morphological awareness to Chinese reading acquisition among Chinese heritage language (CHL) learners who had grown up speaking Chinese at home, received English medium education throughout schooling, and were studying Chinese at the time of the study. The sample thus represents a growing number of heritage-language (HL) speakers in US schools whose literacy development is not yet well documented. Little is known, to date, as to how HL literacy development benefits from the linguistic and metalinguistic resources gained through early oral language exposure. In the study, college-level CHL students (N = 195) completed a series of reading measures in their dominant language (English) and heritage language (Chinese). Path analysis was employed to test the cross-linguistic relationships in morphological awareness and lexical inference ability. The findings showed that dominant-language morphological awareness was significantly related to lexical inference skills in two languages. More critically, the current study tested the direct and indirect contributions of dominant-language morphological awareness to HL lexical inference. The results showed that dominant-language morphological awareness contributed only indirectly to HL lexical inference through HL morphological awareness and dominant-language lexical inference. Based on the findings, four tentative conclusions can be drawn: morphological awareness and lexical inference skills transfer across languages; cross-linguistic interaction only occurs between corresponding subskills; transferred subskills are modified to accommodate the target language properties; and the benefits of transferred subskills are realized only through their corresponding subskills in the target language. Practical implications of the findings are also discussed regarding HL instruction and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01