权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

Biliteracy development in Chinese and Korean children

中国和韩国儿童的双语发展

基本信息

批准号：
7334214
负责人：
MIN WANG
金额：
$ 14.16万
依托单位：
UNIV OF MARYLAND, COLLEGE PARK
依托单位国家：
美国
项目类别：
财政年份：
2004
资助国家：
美国
起止时间：
2004-12-06 至 2011-11-30
项目状态：
已结题

项目摘要

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（申请人提供）：世界上不同的书写系统选择不同的口语单位进行映射。中文通常被认为是一种表意书写系统，将印刷字符映射到相应的单音节语素。这项拟议的研究将调查中国本土儿童 (L1) 与韩国本土儿童在学习英语作为第二语言 (L2) 的阅读方面的双语发展情况。韩文字母（韩文）将字母映射到音素，就像英语、俄语和意大利语一样。最近关于学习从另一种字母系统（例如西班牙语）阅读英语的儿童的读写能力发展的研究已经开始提供一致的结果，表明母语和母语阅读技能之间有很强的促进作用。然而，迄今为止，对于学习从正字法或类型学上不同的书写系统（例如中文）阅读英语的儿童的双语发展，还没有进行过类似的研究。这项纵向研究将跟踪约 200 名从幼儿园到二年级的儿童（每个语言组约 100 名）。我们每年都会对孩子进行一次测试。 L1 和 L2 的并行实验和测试将旨在检查三个主要的单词阅读组成部分——语音、拼写和意义处理。将测试 L1 和 L2 的单词识别技能。利用这些跨时间测量的数据，我们计划调查字母（韩语）与非字母 L1（中文）读写体验在不同时间点学习阅读英语 L2 的认知后果；检查三种不同语言（中文、韩语和英语）中各种基本阅读成分和单词识别技能之间的并发和预测关系；探索跨语言（汉语-英语与韩语-英语）的阅读成分和单词识别技能之间的并发和预测关系。这些发现将深入了解双语发展的通用过程和特定语言过程之间的相互作用。