Biliteracy development in Chinese and Korean children

中国和韩国儿童的双语发展

• 批准号: 6989102
• 负责人: MIN WANG
• 金额: $ 18.14万
• 依托单位: UNIV OF MARYLAND, COLLEGE PARK
• 依托单位国家: 美国
• 财政年份: 2004
• 资助国家: 美国
• 起止时间: 2004-12-06 至 2008-11-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6989102
• 关键词: Asians; Chinese; academic achievement; behavioral /social science research tag; clinical research; education evaluation /planning; human subject; language development; learning transfer; middle childhood (6-11); multilingualism; preschool child (1-5); reading; spelling

DESCRIPTION (provided by applicant): Different writing systems in the world select different units of spoken language for mapping. Chinese, usually considered a logographic writing system, maps a printed character to a corresponding monosyllabic morpheme. This proposed study will investigate biliteracy development of native Chinese (L1) children compared to native Korean children in learning to read English as a second language (L2). The Korean alphabet, Hangul, maps letters onto phonemes just as English, Russian, and Italian do. Recent research on literacy development of children learning to read English from another alphabetic system such as Spanish has started to provide consistent results on the strong facilitation between L1 and L2 reading skills. However, to date few comparable studies have been carried out on biliteracy development of children learning to read English from an orthographically or typologically different writing system such as Chinese. This longitudinal study will follow about 200 children from kindergarten to grade 2 (about 100 in each language group). We will test children once every year. Parallel experiments and tests in L1 and L2 will be designed to examine the three major word reading components - phonological, orthographic and meaning processing. Word identification skills in L1 and L2 will be tested. With data from these measures across time, we plan to investigate cognitive consequences of alphabetic (Korean) versus nonalphabetic L1 (Chinese) literacy experiences for learning to read English L2 at different time points; to examine the concurrent and predictive relationships between various basic reading components and word identification skill within three different languages (Chinese, Korean and English); to explore the concurrent and predictive relationships between the reading components and word identification skill across languages (Chinese-English vs. Korean- English). These findings will provide insight into the interaction between universal and language-specific processes of biliteracy development.

描述（由申请人提供）：世界上不同的写作系统选择映射的不同单元。中文通常被认为是逻辑写作系统，将印刷字符映射到相应的单音节词素。这项拟议的研究将研究中国人（L1）儿童的双学位发展与韩国本地儿童学习为第二语言（L2）相比。就像英语，俄语和意大利语一样，韩国字母，hangul，hangul，将字母映射到音素上。关于儿童识字发展的最新研究，学习从另一个字母系统（例如西班牙）阅读英语的研究已开始为L1和L2阅读技能之间的强大促进提供一致的结果。但是，迄今为止，很少有关于学习从拼字图或类型上不同的写作系统（例如中文）阅读英语的儿童的双学位开发的可比研究。这项纵向研究将跟随大约200名从幼儿园到2年级的儿童（每个语言组约100个）。我们每年将测试一次孩子。 L1和L2中的并行实验和测试将旨在检查三个主要单词读数组件 - 语音，拼字和含义处理。 L1和L2中的单词识别技能将进行测试。借助这些措施的数据，我们计划研究字母（韩语）与非字母L1（中国）识字经验的认知后果，以在不同时间点学习阅读英语L2；检查三种不同语言（中文，韩语和英语）中各种基本阅读组成部分与单词识别技能之间的并发和预测关系；探索阅读组件和单词识别技能之间的并发和预测性关系（中文 - 英语与韩文）。这些发现将提供有关双学位开发的通用和特定语言过程之间相互作用的洞察力。