Grapho-Morphological Awareness in Spanish L2 Reading: How Do Learners Use This Metalinguistic Skill?

Autor/in	Miguel, Nausica Marcos
Titel	Grapho-Morphological Awareness in Spanish L2 Reading: How Do Learners Use This Metalinguistic Skill?
Quelle	In: Language Awareness, 21 (2012) 1-2, S.197-213 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.1080/09658416.2011.639890
Schlagwörter	Metalinguistics; Morphemes; Written Language; Reading Processes; Transfer of Training; Graphemes; Morphology (Languages); Spanish; Grammar; Classification; Native Language; Cloze Procedure; Task Analysis; English; Inferences; Second Language Learning; Language Processing; Word Recognition; Alphabets; Language Proficiency; Second Language Instruction; Reading Strategies + Suchen Sie Ihr Suchwort? Metalanguage; Metasprache; Morphem; Geschriebene Sprache; Leseprozess; Training; Transfer; Ausbildung; Morphology; Morphologie; Spanisch; Grammatik; Classification system; Klassifikation; Klassifikationssystem; Lückentext; Aufgabenanalyse; English language; Englisch; Inference; Inferenz; Zweitsprachenerwerb; Sprachverarbeitung; Worterkennung; Buchstabenschrift; Language skill; Language skills; Sprachkompetenz; Fremdsprachenunterricht; Reading strategy; Leselernstufe; Lesetechnik
Abstract	This paper contributes to the literature on the transferability of grapho-morphological awareness (GMA) for second language (L2) learners by analysing L2 learners' knowledge of morphology in reading. GMA helps readers to identify grammatical categories, infer meanings of unfamiliar words, and access stored lexical information. Previous research indicates that L2 GMA is influenced by first language (L1) GMA. In this paper, L1 Spanish speakers (n = 30) and L1 English speakers learning Spanish as an L2 (n = 46) completed two timed lexical decision tasks in English (only English speakers) and Spanish, a reading task, a Cloze Task, and an oral interview (only English speakers). Results indicate that L2 learners show a native-like word recognition pattern, providing evidence for language-specific processing. Also, L2 learners could recognise and decompose words into morphemes and roots throughout the different tasks, which implies that they neither ignore morphology nor follow a whole-word reading approach. The results suggest that intermediate L2 learners with an L1 alphabetic writing system can develop a native-like GMA in an alphabetic L2, and that the relationship between proficiency and GMA is reciprocal. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10