Deconstructing and reconstructing cross-language transfer in bilingual reading development: An interactive framework
Deconstructing and reconstructing cross-language transfer in bilingual reading development: An interactive framework
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DOI：
10.1016/j.jneuroling.2018.01.003
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发表时间：
2019-05-01
影响因子：
2
通讯作者：
Geva, Esther
中科院分区：
文献类型：
--
作者：
Chung, Sheila Cira;Chen, Xi;Geva, Esther
跨语言迁移的概念是双语阅读发展的核心。这是因为研究人员和教育工作者寻找的条件，使学习发生在一种语言，以加强学习另一种语言（珀金斯和所罗门，1992年）。以往的研究主要集中在口语中的跨语言迁移。然而，自90年代以来，跨语言迁移已被研究与识字方面，如文字阅读，拼写，阅读理解和写作。我们可以在文献中找到几个有用的跨语言迁移框架：对比类型框架（Lado，1964），语言相互依存框架（康明斯，1981），共同的潜在认知过程（Geva & Ryan，1993）和迁移促进模型（Koda，2008）。许多关于第二语言迁移的研究都是在这些框架中进行的，尽管有些人认为它们是互补的。在下文中，我们首先简要描述每个框架的核心特征。然后，我们提出了一个系统的回顾，已进行的实证研究，以检查跨语言迁移。最后，基于现有的理论和实证证据，我们提出了一个互动的框架，试图捕捉复杂的语言和认知过程中涉及的跨语言迁移。
The concept of cross-language transfer is central in bilingual reading development. This is because researchers and educators search for the conditions that allow learning that takes place in one language to enhance learning in the other language (Perkins & Salomon, 1992). In the past, the research focus was primarily on cross-language transfer in spoken language. However, since the 90s, cross-language transfer has been studied in relation to literacy aspects, such as word reading, spelling, reading comprehension, and writing. One can find several useful cross-language transfer frameworks in the literature: the contrastive-typological framework (Lado, 1964), the linguistic interdependence framework (Cummins, 1981), the common underlying cognitive process (Geva & Ryan, 1993), and the transfer facilitation model (Koda, 2008). Many studies on L2 transfer have been situated in one of these frameworks, though some treat them as complementary in nature. In what follows, we first briefly describe the core characteristics of each framework. We then present a systematic review of the empirical studies that have been conducted to examine cross-language transfer. Finally, based on the available theoretical and empirical evidence, we propose an interactive framework in an attempt to capture the complex linguistic and cognitive processes involved in cross-language transfer.