scholarly journals The Role of Morphological Awareness in Listening Comprehension of Chinese Blind Children: The Mediation of Vocabulary Knowledge

2021 ◽  
Vol Volume 14 ◽  
pp. 1823-1832
Author(s):  
Ruibo Xie ◽  
Yue Xia ◽  
Xinchun Wu ◽  
Ying Zhao ◽  
Hongjun Chen ◽  
...  
Keyword(s):  
Listening Comprehension ◽  
Morphological Awareness ◽  
Vocabulary Knowledge ◽  
Blind Children

On the nature of morphological awareness in Japanese–English bilingual children: A cross-linguistic perspective

2012 ◽  
Vol 16 (1) ◽  
pp. 49-67 ◽  
Author(s):  
YUKO HAYASHI ◽  
VICTORIA A. MURPHY
Keyword(s):  
English Learners ◽  
Morphological Awareness ◽  
Vocabulary Knowledge ◽  
Bilingual Children ◽  
Morphological Development ◽  
Morphological Knowledge ◽  
Japanese Learners ◽  
Reciprocal Transfer ◽  
Japanese English

While morphological awareness has received much attention to date, little is understood about how morphological awareness develops within bilingual children learning typologically different languages. Therefore, we investigated children's knowledge of inflections and derivations in Japanese and English, and also asked whether morphological awareness in one language predicted morphological awareness in the other. To that end, 24 Japanese learners of L2 English (ESL) and 21 English learners of Japanese as a heritage language (JHL) were recruited and participated in a range of tasks assessing both vocabulary and morphological knowledge. Cross-linguistic contributions of morphological awareness were identified in both directions (Japanese ↔ English), after controlling for age, IQ, and vocabulary knowledge. This bidirectional transfer was, however, identified only in the ESL group. The group-specific and reciprocal transfer observed is discussed in terms of morphological complexities and relative competence in each language. The potential role of different types of L2 instruction in morphological development is also discussed.

Multi-Faceted Morphological Awareness and Vocabulary Knowledge in English as a Second Language Learners: A Multivariate Analysis

2017 ◽  
Vol 40 (1) ◽  
Author(s):  
Zhang Haomin ◽  
Zhuang Bilü
Keyword(s):  
Language Learners ◽  
Second Language Learners ◽  
Morphological Awareness ◽  
Deep Understanding ◽  
Vocabulary Knowledge ◽  
Vocabulary Size ◽  
Chinese College Students ◽  
Explanatory Variables ◽  
Vocabulary Depth

AbstractThis study investigates the role of morphological awareness in ESL vocabulary acquisition. Participants were 198 Chinese college students enrolled in a joint program which required them to study in China for the first two years and then study in the U.K. to complete their degrees. They completed a total of four paper-and-pencil tests: morpheme discrimination, morpheme recognition, vocabulary size test (VST) and word associates test (WAT) tests. We drew upon path analysis to explore the interconnected relationships among multiple explanatory variables (facets of morphological awareness) and outcome variables (facets of vocabulary knowledge). The results demonstrated that English derivational awareness was strongly predictive of both ESL vocabulary breadth and ESL vocabulary depth, and that preexisting ESL vocabulary breadth could enhance the relation between derivational awareness and ESL vocabulary depth. To summarize, these results indicate that an improved English derivational awareness not only helps to expand ESL vocabulary size but can also consolidate learners’ deep understanding of word properties, which will in turn assist them to establish connections with other associative words and phrases.

scholarly journals INVESTIGATING THE RELATIONSHIP BETWEEN DEPTH AND BREADTH OF VOCABULARY KNOWLEDGE AND LISTENING COMPREHENSION ACROSS DIFFERENT PROFICIENCY LEVELS AMONG IRANIAN EFL LEARNERS

2016 ◽  
Vol 3 (Special) ◽  
pp. 63
Author(s):  
SASAN BALEGHIZADEH ◽  
PAYAM PAYAM
Keyword(s):  
Listening Comprehension ◽  
English Language ◽  
Vocabulary Knowledge ◽  
Ability Group ◽  
Language And Literature ◽  
Determining Factors ◽  
Listening Proficiency ◽  
Listening Ability ◽  
The Relationship

This study was an attempt to investigate the particular role of learners’ depth and breadth of vocabulary knowledge in their listening comprehension. Moreover, it also sought to find out whether there is any difference between high and low listening proficiency groups in performance on depth and breadth dimensions of vocabulary knowledge. To this end, a total of 117 junior university students majoring in English language and literature participated in the study. In order to assess the learners’ listening comprehension, the listening section of a paper-based version of the TOEFL was administered. Their depth and breadth of vocabulary knowledge were measured through performance on Word Associate Test and Vocabulary Levels Test, respectively. The results of data analysis indicated that both depth and breadth of vocabulary knowledge are determining factors in successful listening comprehension. However, it was found out that breadth or size of vocabulary knowledge provides a more significant contribution than depth to listening comprehension. Furthermore, the results of the study indicated that depth and breadth of vocabulary knowledge are not significant predictors of listening comprehension in the low listening ability group.

Unpacking listening comprehension: the role of vocabulary, morphological awareness, and syntactic knowledge in reading comprehension

2017 ◽  
Vol 31 (8) ◽  
pp. 1741-1764 ◽  
Author(s):  
Alexandra Gottardo ◽  
Amna Mirza ◽  
Poh Wee Koh ◽  
Aline Ferreira ◽  
Christine Javier
Keyword(s):  
Reading Comprehension ◽  
Listening Comprehension ◽  
Morphological Awareness ◽  
Syntactic Knowledge

Factors that influence comprehension of connectives among language minority children from Spanish-speaking backgrounds

2008 ◽  
Vol 29 (4) ◽  
pp. 603-625 ◽  
Author(s):  
AMY C. CROSSON ◽  
NONIE K. LESAUX ◽  
MARIA MARTINIELLO
Keyword(s):  
Oral Language ◽  
Listening Comprehension ◽  
Word Reading ◽  
Critical Role ◽  
Language Minority ◽  
Vocabulary Knowledge ◽  
Minority Children ◽  
Text Cohesion ◽  
Language Competencies

ABSTRACTThis study explores factors influencing the degree to which language minority (LM) children from Spanish-dominant homes understand how connectives, such as in contrast and because, signal relationships between text propositions. Standardized tasks of vocabulary, listening comprehension, word reading, and a researcher-designed text cohesion task were administered to 90 fourth-grade LM students. Understanding of connectives was influenced by vocabulary knowledge and listening comprehension. The degree of challenge that specific connectives posed to LM students was predicted by the difficulty that connectives presented as vocabulary items and also by the type of semantic relationship between clauses they signaled. The findings point to factors that may present sources of difficulty underlying reading comprehension, in particular the critical role of oral language competencies.

scholarly journals Pinyin Spelling Promotes Reading Abilities of Adolescents Learning Chinese as a Foreign Language: Evidence From Mediation Models

2020 ◽  
Vol 11 ◽  
Author(s):  
Huimin Xiao ◽  
Caihua Xu ◽  
Hetty Rusamy
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Listening Comprehension ◽  
Vocabulary Knowledge ◽  
Mediating Effect ◽  
Phonological Representations ◽  
Reading Abilities ◽  
Two Measures

Pinyin is a phonological encoding system used to spell modern Chinese Mandarin due to the phonological opacity of Chinese characters. The present study examined the role of Pinyin spelling in the reading abilities of adolescents learning Chinese as a foreign language (CFL). A total of 158 Indonesian senior primary students were tested on Pinyin spelling, character production, listening comprehension, depth of vocabulary knowledge, and reading comprehension. Pinyin spelling skills were assessed by two measures, Pinyin Dictation (sentence dictation in Pinyin) and Pinyin Tagging (Pinyin writing for characters). Path analysis revealed that even after controlling for the effect of character production, Pinyin dictation performance influenced reading comprehension through the mediating effect of listening comprehension and the depth of vocabulary knowledge, and Pinyin tagging performance also influenced reading comprehension through the mediating effect of the depth of vocabulary knowledge. The results highlight the importance of Pinyin skills for Chinese reading abilities of CFL learners. As a reliable and explicit indicator of specifying Chinese phonological representations and processing, Pinyin spelling has a long-term and multifaceted influence on higher-level CFL abilities.

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