Cross-Linguistic Transfer of Morphological Awareness in Spanish-Speaking English Language Learners: The Facilitating Effect of Cognate Knowledge

被引：71

作者：

Ramirez, Gloria ^{[1
]}

Chen, Xi ^{[2
]}

Pasquarella, Adrian ^{[2
]}

机构：

[1] Thompson Rivers Univ, Fac Human Social & Educ Dev, Kamloops, BC V2C 0C8, Canada

[2] Univ Toronto, Ontario Inst Studies Educ, Toronto, ON M5S 1A1, Canada

来源：

TOPICS IN LANGUAGE DISORDERS | 2013年 / 33卷 / 01期

关键词：

cognates; cross-language transfer; English reading comprehension; English Language Learners; English vocabulary; Spanish morphological awareness; READING-COMPREHENSION; DERIVATIONAL MORPHOLOGY; PHONOLOGICAL AWARENESS; NATIVE ENGLISH; SKILLS; IMMERSION; CHILDREN; WORDS; ROLES;

D O I：

10.1097/TLD.0b013e318280f55a

中图分类号：

H0 [语言学];

学科分类号：

030303 ; 0501 ; 050102 ;

摘要：

Cross-language effects of Spanish derivational awareness on English vocabulary and reading comprehension were studied in Spanish-speaking English Language Learners (N = 90) in grades four and seven. The role of cognate vocabulary in cross-language transfer of derivational awareness was also examined. Multivariate path analyses controlling for age, length of time in Canada, nonverbal reasoning, English phonological awareness, and English word reading revealed that Spanish derivational awareness was related to English cognate vocabulary, but not to English noncognate vocabulary. In addition, there was an indirect contribution of Spanish derivational awareness to English reading comprehension via English cognate vocabulary and English morphological awareness. Findings suggest that knowledge of cognates facilitates the transfer of Spanish derivational awareness to English vocabulary and reading comprehension. These findings have theoretical, pedagogical, and clinical implications.

引用

页码：73 / 92

页数：20

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