Linguistic and Cognitive Correlates of Academic Skills in First and Second Languages
Linguistic and Cognitive Correlates of Academic Skills in First and Second Languages
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第一和第二语言学术技能的语言和认知相关性
DOI：
10.1111/j.1467-1770.1993.tb00171.x
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发表时间：
1993
影响因子：
4.4
通讯作者：
E. Ryan
中科院分区：
文献类型：
--
作者：
E. Geva;E. Ryan
本研究利用 Cummins (1981a) 以及 Bialystok 和 Ryan (1985) 提出的理论框架，旨在阐明第一语言 (L1) 和第二语言 (L2) 的认知相关性与语言技能之间的关系，以及这些因素在多大程度上可以预测 L2 学术任务的表现。该研究针对 73 名就读英语-希伯来语双语走读学校的 5-7 年级儿童进行。测试组包括智力测量、L1 语言知识测量、L1 和 L2 阅读理解测量以及 L1 和 L2 静态和工作记忆测量。
理论观点的证据表明，随着第二语言基本处理速度的提高，学术环境中涉及语言和口语交流的更高水平的认知过程会得到促进。此外，结果表明，能够在母语中更系统地运用分析功能的儿童在母语中也更有可能这样做，并且借助记忆存储和执行控制功能的信息，结合潜在的智力和母语口语能力，可以更准确地预测语言要求较高的任务（例如母语阅读）的表现。结果强调了记忆在执行第二语言任务中所发挥的重要作用，并有助于解释与康明斯相互依赖假设相关的潜在能力因素。
Using the theoretical frameworks proposed by Cummins (1981a) and Bialystok and Ryan (1985), this research was designed to shed light on the relationship between cognitive correlates and linguistic skills in first (L1) and second (L2) language, and the extent to which performance on academic tasks in L2 can be predicted by these factors. The study was conducted with 73 Grade 5–7 children attending a bilingual English-Hebrew day school. The test battery included a measure of intelligence, measures of linguistic knowledge in L1, measures of reading comprehension in L1 and L2 and static and working memory measures in L1 and L2.
Evidence was found for the theoretical notion that with increased speed of basic processing in L2, higher level cognitive processes involved in linguistic and oral communication in academic settings are facilitated. Additionally, results suggest that children who can more systematically employ analytic functions in their L1 are more likely to do so in their L2 as well, and that performance on linguistically demanding tasks such as reading in L2 can be more accurately predicted with the aid of information on memory storage and executive control functions, in combination with underlying intelligence and L2 oral proficiency. Results highlight the important role that memory plays in performing linguistic tasks in L2 and help to explain underlying ability factors related to Cummins' interdependence hypothesis.