Directionality and Developmental Mechanism of Cross-Linguistic Transfer of Phonological Awareness to Early Writing Skill in Young Chinese Learners

Autor/inn/en	Yeung, Susanna Siu-sze; Qiao, Shen; Pan, Dora Jue; Lin, Dan
Titel	Directionality and Developmental Mechanism of Cross-Linguistic Transfer of Phonological Awareness to Early Writing Skill in Young Chinese Learners
Quelle	In: Foreign Language Annals, 56 (2023) 2, S.362-380 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12650
Schlagwörter	Transfer of Training; Phonological Awareness; Writing Skills; Sino Tibetan Languages; English (Second Language); Second Language Learning; Second Language Instruction; Native Language; Correlation; Grade 2; Elementary School Students; Longitudinal Studies; Syllables; Phonemes; Foreign Countries; China + Suchen Sie Ihr Suchwort? Training; Transfer; Ausbildung; Writing skill; Schreibfertigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Korrelation; School year 02; 2. Schuljahr; Schuljahr 02; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Silbe; Fonem; Ausland
Abstract	The longitudinal study investigated the directionality and transfer mechanism of cross-linguistic transfer of phonological awareness between L1 and L2 in predicting early writing (word dictation) in Chinese children learning English as L2. Ninety primary school Grade 1 (P1) students were assessed on phonological awareness in Cantonese (syllable deletion, onset deletion, rime deletion, and tone awareness), phonological awareness in English (syllable deletion, rime detection, and phoneme deletion), Cantonese word writing, and English word writing at Time 1. These students were assessed on the same measures 1 year later at Time 2 when they were in Grade 2. The results demonstrated bidirectional cross-linguistic transfer of phonological awareness and early writing between Cantonese and English. It also showed that the transfers were achieved through same time writing skills (bidirectional) and future phonological awareness (from L1 to L2 only). No direct effect of earlier phonological awareness to later writing skill was found. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01