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首页> 外文期刊>International Journal of Bilingual Education and Bilingualism >Simultaneous acquisition of English and Chinese impacts children's reliance on vocabulary, morphological and phonological awareness for reading in English
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Simultaneous acquisition of English and Chinese impacts children's reliance on vocabulary, morphological and phonological awareness for reading in English

机译：同时学习英语和汉语会影响儿童对英语阅读的词汇，形态和语音意识的依赖

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摘要

The developmental process of reading acquisition is frequently conceptualized as a self-organizing mental network consisting of lexico-semantic, phonological and orthographical components. The developmental nature of this network varies across languages and is known to impact second-language learners of typologically different languages. Yet, it remains largely unknown whether such cross-linguistic differences interact within young bilingual learners of two typologically different languages. In the present study, we compared Chinese-English bilinguals and English monolinguals (ages 6-12, N = 134) born and raised in the US on their English language and reading skills including vocabulary, phonological and morphological awareness, and word reading. We conducted whole group and subgroup analyses on younger participants to examine the extent of the effect. In monolinguals, phonological abilities directly predicted English word reading. In contrast, in bilinguals, both phonological and morphological abilities made an indirect contribution to English literacy via vocabulary knowledge, even though bilinguals had monolingual-like language and reading abilities in English. These findings offer new insights into the flexibility of the phonological and lexical pathways for learning to read.
机译：阅读习得的发展过程通常被概念化为一个自组织的心理网络，由词汇语义，语音和正字学组成。该网络的发展性质因语言而异，并且已知会影响类型不同的语言的第二语言学习者。然而，这种跨语言的差异是否在两种类型学上不同的语言的年轻双语学习者之间相互作用，仍然是一个未知数。在本研究中，我们比较了在美国出生和长大的中英文双语者和英语单语者（6至12岁，N = 134）在英语语言和阅读技能（包括词汇，语音和形态意识以及单词阅读）方面的优势。我们对年轻参与者进行了全组和亚组分析，以检查影响的程度。在单语中，语音能力直接预测英语单词的阅读。相反，在双语者中，语音和形态能力都通过词汇知识间接地对英语素养做出了贡献，即使双语者具有英语一样的语言和阅读能力。这些发现为学习阅读的语音和词汇途径的灵活性提供了新的见解。

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