| Autor: |
Yeung, Susanna Siu‐sze, Qiao, Shen, Pan, Dora Jue, Lin, Dan |
| Předmět: |
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| Zdroj: |
Foreign Language Annals; Jun2023, Vol. 56 Issue 2, p362-380, 19p |
| Abstrakt: |
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. The Challenge: Metalinguistic awareness is thought to be transferred as a facilitative resource from one language to reading skills in the other languages, but how is the cross‐linguistic transfer of metalinguistic skill in writing? What is the directionality in the transfer? Whether the transfer occurs at the construct or outcome level? This article examines the directionality and transfer mechanism of cross‐linguistic transfer of phonological awareness between L1 and L2 in predicting early writing in Chinese children learning English as L2. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
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