Bilingualism and morphological awareness: a study with children from general education and Spanish-English dual language programs
Bilingualism and morphological awareness: a study with children from general education and Spanish-English dual language programs
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DOI：
10.1080/01443410.2015.1049586
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发表时间：
2017-01-01
影响因子：
3.2
通讯作者：
Unal-Gezer, Melike
中科院分区：
文献类型：
--
作者：
Kuo, Li-Jen;Ramirez, Gloria;Unal-Gezer, Melike
现有关于双语对元语言发展影响的研究主要集中在语音意识的发展上。本研究通过关注形态意识扩展了现有研究的范围，形态意识是元语言意识的一个方面，在识字能力发展的初始阶段之后变得越来越重要。参与者包括来自同一所学校的三组具有相当社会经济地位和非语言智商的四年级学生：（a）来自普通教育计划的单语英语儿童，（b）来自西班牙语-英语双语计划的西班牙语儿童，以及（c）来自同一西班牙语-英语双语计划的英语儿童。研究人员开发了词汇和形态意识的测量方法。结果表明，双语教育可以通过跨语言迁移以及提高对结构语言特征的敏感性对形态意识的发展产生积极影响。这些发现有助于越来越多关于双语经验如何影响儿童元语言发展的研究。
Existing research on the impact of bilingualism on metalinguistic development has concentrated on the development of phonological awareness. The present study extended the scope of existing research by focusing on morphological awareness, an aspect of metalinguistic awareness that becomes increasingly important beyond the initial phase of literacy development. Participants included three groups of fourth-grader children from the same school with comparable SES and non-verbal IQ: (a) monolingual English-speaking children from a general education programme, (b) Spanish-speaking children from a Spanish-English dual-language programme and (c) English-speaking children from the same Spanish-English dual-language programme. Researcher-developed measures of vocabulary and morphological awareness were administered. Results suggested that bilingual education can have a positive impact on the development of morphological awareness through cross-language transfer as well as increased sensitivity to structural language features. The findings contribute to a growing body of research on how bilingual experience may shape children's metalinguistic development.