Role of Phonological and Morphological Awareness in L2 Oral Word Reading

Autor/inn/en	Schiff, Rachel; Calif, Sharon
Titel	Role of Phonological and Morphological Awareness in L2 Oral Word Reading
Quelle	In: Language Learning, 57 (2007) 2, S.271-298 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/j.1467-9922.2007.00409.x
Schlagwörter	Grade 5; Semitic Languages; Phonology; Morphology (Languages); Reading Difficulties; Reading Skills; English (Second Language); Second Language Learning; Task Analysis; Scores; Transfer of Training; Language Proficiency; Correlation; United Kingdom (Reading) + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; Arabisch; Hebräisch; Fonologie; Morphology; Morphologie; Reading difficulty; Leseschwierigkeit; Reading skill; Lesefertigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Aufgabenanalyse; Training; Transfer; Ausbildung; Language skill; Language skills; Sprachkompetenz; Korrelation
Abstract	In this study, 57 fifth-grade native Hebrew speakers performed orthographic-phonological awareness, morphological awareness, and oral word reading tasks in both Hebrew (first language [L1]) and English (second language [L2]). The results of the language-specific task scores in the two languages reflect, with certain qualifications, participants' L1 proficiency and the language proximity of particular language features. The more similar the language feature (linear morphology), the more positive the cross-language influence; conversely, the less similar the language feature (phonology), the less positive the influence. Hebrew (L1) language-specific task scores related to English (L2) word reading. In addition, Hebrew (L1) and English (L2) word reading scores were only related when Hebrew orthographic-phonological and/or morphological awareness was low. In contrast, when the (L1) Hebrew orthographic-phonological and morphological awareness scores were high, there was no correlation between Hebrew and English word reading. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10