Cross-Language Transfer of Reading Ability: Evidence From Taiwanese Ninth-Grade Adolescents

被引：26
|
作者：
Chuang, Hui-Kai [1 ]
Joshi, R. Malatesha [2 ]
Dixon, L. Quentin [2 ]
机构：
[1] Natl Taiwan Normal Univ, Off Acad Affairs, Taipei, Taiwan
[2] Texas A&M Univ, College Stn, TX USA
来源：
JOURNAL OF LITERACY RESEARCH | 2012年 / 44卷 / 01期
关键词：
English as a foreign language; L1; reading; L2; linguistic interdependence hypothesis; reading transfer; BILINGUAL EDUCATION; PARENTS ATTITUDES; CHINESE; ENGLISH; BILITERACY; COMPREHENSION; PROFICIENCY; PREDICTORS; LITERACY; POLICY;
D O I：
10.1177/1086296X11431157
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
How proficiency in reading the first language (L1) influences proficiency in reading in the second language (L2) was explored in this study. Reading scores in Mandarin Chinese (L1) and in English (L2) for 30,000 Taiwanese ninth-grade students were randomly selected from all who took the national Basic Competency Test during a 6-year period in Taiwan. Results of regression analyses showed that proficiency in L1 reading predicts with statistical significance the L2 reading proficiency of those whose scores were analyzed. In addition, participants' gender and school district also played small but statistically significant roles affecting the cross-language transfer of reading ability. The results are discussed in light of Cummins's linguistic interdependence hypothesis.
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页码：97 / 119
页数：23
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