The Effect of Dialogic Reading Paired with Multisensory Learning of Chinese Characters and Morphological Awareness Skills for L2 Chinese Young Learners at Hong Kong Kindergartens

Autor/in	Zhou, Yan-Ling
Titel	The Effect of Dialogic Reading Paired with Multisensory Learning of Chinese Characters and Morphological Awareness Skills for L2 Chinese Young Learners at Hong Kong Kindergartens
Quelle	In: Foreign Language Annals, 54 (2021) 4, S.1082-1106 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12570
Schlagwörter	Morphology (Languages); Literacy; Chinese; Kindergarten; Foreign Countries; Dialogs (Language); Reading Programs; Metalinguistics; Second Language Learning; Second Language Instruction; Vocabulary Skills; Multisensory Learning; Comparative Analysis; Orthographic Symbols; Teaching Methods; Reading Instruction; Instructional Effectiveness; Hong Kong + Suchen Sie Ihr Suchwort? Morphology; Morphologie; Alphabetisierung; Schreib- und Lesefähigkeit; China; Chinesen; Ausland; Dialog; Dialogs; Dialogue; Dialogues; Metalanguage; Metasprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Aktiver Wortschatz; Sensorische Stimulation; Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht; Unterrichtserfolg; Hongkong
Abstract	This study examined how a dialogic reading (DR) program with a component of multisensory learning (MS) of Chinese characters improved early Chinese reading and writing skills in L2 Chinese-speaking kindergarteners in Hong Kong. The DR + MS program was compared to the same DR program but focusing on morphological awareness (MA) training. A total of 118 3- to 4-year-old L2 Chinese-speaking kindergartners were recruited for the study. These children were randomly assigned to one of three separate training groups: DR + MS, DR + MA, and DR alone as a control group: Before and after a 12-week training session, all participating children were tested on a range of Chinese words reading and writing-related skills. The DR + MS group demonstrated the strongest growth in Chinese word reading and writing skills. The DR + MA group showed a trend toward greater improvement in Chinese vocabulary knowledge. These results demonstrated enjoyable ways to develop Chinese early literacy skills. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01