Cross-linguistic transfer of morphological awareness between Chinese and English

Ke, Sihui; Xiao, Feng

doi:10.1080/09658416.2015.1114624

Cited by 22 publications

(15 citation statements)

References 54 publications

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“…Morphological awareness has been related to literacy development including vocabulary development and reading comprehension (Ke & Xiao, 2015;Kim et al, 2015;Pasquarella, Chen, Lam, Luo, & Ramirez, 2011). Regarding vocabulary development, Nation (2008) explains that word part analysis is one of the most effective vocabulary strategies because it involves recognition of the parts of the word, the ability to attach a relevant meaning to the most useful of those parts and the ability to relate the meaning of word parts to the whole word.…”

Section: Morphological Awareness and Literacy Skillsmentioning

confidence: 99%

“…Regarding vocabulary development, Nation (2008) explains that word part analysis is one of the most effective vocabulary strategies because it involves recognition of the parts of the word, the ability to attach a relevant meaning to the most useful of those parts and the ability to relate the meaning of word parts to the whole word. Morphological awareness is also related to reading subskills such as lexical inferencing, decoding, spelling or word identification (Ke & Xiao, 2015).…”

Section: Morphological Awareness and Literacy Skillsmentioning

confidence: 99%

“…Translanguaging pedagogies can be useful for instruction aiming at the development of morphological awareness because students can relate word formation in the language(s) they know better to other languages. Research studies have shown that cross-linguistic influence can facilitate its development (see for example Candry, Deconinck, & Eyckmans, 2017;Deacon, Wade-Woolley, & Kirby, 2007;Ke & Xiao, 2015;Pasquarella et al, 2011). It has also been reported that cross-linguistic interaction at the morphological level can take place in the case of typologically distinct languages (Ke & Xiao, 2015;Pasquarella et al, 2011).…”

Section: Morphological Awareness and Translanguagingmentioning

confidence: 99%

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Developing morphological awareness across languages: translanguaging pedagogies in third language acquisition

2019

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This article focuses on the development of morphological awareness in English as a third language. It analyses how the activation of previous linguistic knowledge can influence morphological awareness. Participants were 104 primary school students who were learning English as a third language and were already fluent in two other languages, Basque and Spanish. Participants in the experimental group took part in a pedagogical intervention aiming at the development of morphological awareness by using translanguaging pedagogies. The aim of the intervention was to enable participants to use their linguistic repertoire across languages and benefit from their multilingual resources. Results indicate that participants in the experimental group obtained higher scores in morphological awareness than the control group from the same school. In addition, participants in the experimental group perceived that the use of translanguaging strategies was useful for their learning and also enjoyable as a teaching approach.

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Section: Morphological Awareness and Literacy Skillsmentioning

confidence: 99%

Section: Morphological Awareness and Literacy Skillsmentioning

confidence: 99%

Section: Morphological Awareness and Translanguagingmentioning

confidence: 99%

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Developing morphological awareness across languages: translanguaging pedagogies in third language acquisition

2019

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“…Of the MA measures we found in the literature (for a review, see also Ke & Xiao, 2015), the segment-shifting task was the most appropriate for measuring MA as defined in this study because it allowed us to compare efficiency in decomposing morphologically complex and simple words, as well as manipulating affixes and letter strings.…”

Section: Test Batteriesmentioning

confidence: 99%

Contributions of Morphological Awareness to Adult L2 Chinese Word Meaning Inferencing

Koda

2017

The Modern Language Journal

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This study examined the contributions of morphological awareness (MA) to second language (L2) word meaning inferencing in English‐speaking adult learners of Chinese (N = 50). Three research questions were posed: Are L2 learners sensitive to the morphological structure of unknown multi‐character words? Does first language (L1) MA contribute to L2 MA over and above L2 linguistic knowledge? Does L2 MA contribute to L2 word meaning inference over and above L1 MA and L2 linguistic knowledge? These questions were investigated through the use of a set of experimental and paper‐and‐pencil measurements of the aforementioned L1 and L2 reading subskills and L2 linguistic knowledge, as well as working memory. Several significant results were found. The L2 learners were sensitive to the morphological structure of multi‐character words and more successful in guessing the meanings of novel words containing affixoids and familiar bases. L1 MA was found to transfer and facilitate the development of L2 MA over and above L2 linguistic knowledge. Additionally, L2 MA contributed to L2 word meaning inferencing indirectly through L2 linguistic knowledge. The discussion focuses on the intralingual and interlingual relationships among L1 MA, L2 MA, L2 linguistic knowledge, and L2 word meaning inferencing in adult L2 reading development.

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“…Phonological awareness: [3], [39], [30], [70], [4], [32], [33], [50], [69], [31], [74], [71], [17], [37], [38], [49], [16], [36], [35], [34], [48], [56], [2], [10], [28], [58], [6], [1]. Morphological awareness: [53], [75]. Syntactic awareness: [63], [11].…”

Section: Introductionmentioning

confidence: 99%

Turkish Metalinguistic Awareness Scale: A Validity and Reliability Study

Varışoğlu¹

2018

ujer

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The aim of this study is to develop a useful, valid and reliable measurement tool that will help teacher candidates determine their Turkish metalinguistic awareness. During the development of the scale, a pool of items was created by scanning the relevant literature and examining other awareness scales. The materials prepared were reexamined according to the opinions of two lecturers working in the field of Turkish language education and two working in educational science and a draft scale was prepared. The items in the draft scale were evaluated by pre-application, items with a weak measurement relation were removed from the scale and the scale was prepared for factor analysis. The scale, designed as a 5-point Likert type scale, was applied to a total of 480 students. The α value of the scale formulated by factor analysis (Principal Component Analysis) was found to be 0.87. As a result of the analyses made, it was determined that the scale had 6 sub-factors and factor loadings ranging from 0.499 to 0.841 were found in these factors. These findings show that the scale can be used to determine Turkish metalinguistic awareness and is a valid and reliable measurement tool.

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Cross-linguistic transfer of morphological awareness between Chinese and English

Cited by 22 publications

References 54 publications

Developing morphological awareness across languages: translanguaging pedagogies in third language acquisition

Developing morphological awareness across languages: translanguaging pedagogies in third language acquisition

Contributions of Morphological Awareness to Adult L2 Chinese Word Meaning Inferencing

Turkish Metalinguistic Awareness Scale: A Validity and Reliability Study

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