Spanish-speaking English learners' English language and literacy skills: The predictive role of conceptually-scored vocabulary.
Spanish-speaking English learners' English language and literacy skills: The predictive role of conceptually-scored vocabulary.
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西班牙语英语学习者的英语语言和读写能力：概念评分词汇的预测作用。
DOI：
10.1017/s0142716419000365
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发表时间：
2020
影响因子：
2.1
通讯作者：
Flores,Israel
中科院分区：
文献类型：
--
作者：
Hwang,JinKyoung;Mancilla-Martinez,Jeannette;McClain,JannaBrown;Oh,MinHyun;Flores,Israel
对于许多英语学习者来说，词汇是语言和识字发展的关键障碍。本研究考察了以西班牙语为母语的英语学习者的西班牙语-英语词汇概念得分、学术英语水平和英语阅读理解之间的关系。二、四年级的英语学习者(N=62)在秋季完成了标准化的概念性词汇测量，在春季完成了国家管理的学术英语水平和英语阅读理解的标准化测量。概念评分词汇测量旨在利用已知概念的数量知识，而不考虑用于标记概念的特定语言(西班牙语或英语)。回归分析表明，接受性词汇的概念得分不能预测学术英语水平和英语阅读理解能力。然而，学术英语水平和英语阅读理解能力都是通过表达词汇量的概念得分来预测的。此外，在控制了学术英语水平之后，概念得分的表达词汇与英语阅读理解之间的关系仍然存在。结果强调了将英语学习者的第一和第二语言技能结合起来的措施在理解英语学习者在英语语言和识字学习任务中所带来的词汇知识方面的有效性。
Vocabulary represents a key barrier to language and literacy development for many English learners. This study examined the relationship between Spanish-speaking English learners’ conceptually scored Spanish–English vocabulary, academic English proficiency, and English reading comprehension. Second- and fourth-grade English learners (N = 62) completed standardized conceptually scored vocabulary measures in the fall and state-administered standardized measures of academic English proficiency and English reading comprehension in the spring. Conceptually scored vocabulary measures are designed to tap knowledge of the number of known concepts, regardless of the specific language (Spanish or English) used to label the concept. Regression analyses revealed that academic English proficiency and English reading comprehension were not predicted by the conceptually scored measure of receptive vocabulary. However, both academic English proficiency and English reading comprehension were predicted by the conceptually scored measure of expressive vocabulary. In addition, the relationship between conceptually scored expressive vocabulary and English reading comprehension remained after controlling for academic English proficiency. Results underscore the utility of measures that incorporate English learners’ first and second language skills in understanding the vocabulary knowledge English learners bring to English language and literacy learning tasks.