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Cross-language transfer of phonologi...

Huang, Hsiang-Chi.

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Cross-language transfer of phonological, orthographic, and homophonic awareness among young EFL (English as foreign language) learners in Taiwan.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Cross-language transfer of phonological, orthographic, and homophonic awareness among young EFL (English as foreign language) learners in Taiwan./
作者:	Huang, Hsiang-Chi.
面頁冊數:	123 p.
附註:	Adviser: W. G. Nelson.
Contained By:	Dissertation Abstracts International67-07A.
標題:	Education, Bilingual and Multicultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3227048
ISBN:	9780542797859

Cross-language transfer of phonological, orthographic, and homophonic awareness among young EFL (English as foreign language) learners in Taiwan.
Huang, Hsiang-Chi.

Cross-language transfer of phonological, orthographic, and homophonic awareness among young EFL (English as foreign language) learners in Taiwan. - 123 p.

Adviser: W. G. Nelson.

Thesis (Ed.D.)--La Sierra University, 2005.

Since English became a school subject in the elementary schools in Taiwan in 2001, many teachers have begun to speculate as to whether there are common language acquisition skills transferable from Chinese to English. Based on previous studies of phonological and orthographic awareness hypotheses, this study extends the scope of previous studies to include not only phonological and orthographic awareness but also homophonic awareness for the purpose of identifying more specifically which linguistic skills predict word recognition performance across Chinese and English for young foreign language learners (5th grade) in Taiwan.

ISBN: 9780542797859Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

Cross-language transfer of phonological, orthographic, and homophonic awareness among young EFL (English as foreign language) learners in Taiwan.
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100 1 $a Huang, Hsiang-Chi. $3 1264325
245 1 0 $a Cross-language transfer of phonological, orthographic, and homophonic awareness among young EFL (English as foreign language) learners in Taiwan.
300 $a 123 p.
500 $a Adviser: W. G. Nelson.
500 $a Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2433.
502 $a Thesis (Ed.D.)--La Sierra University, 2005.
520 $a Since English became a school subject in the elementary schools in Taiwan in 2001, many teachers have begun to speculate as to whether there are common language acquisition skills transferable from Chinese to English. Based on previous studies of phonological and orthographic awareness hypotheses, this study extends the scope of previous studies to include not only phonological and orthographic awareness but also homophonic awareness for the purpose of identifying more specifically which linguistic skills predict word recognition performance across Chinese and English for young foreign language learners (5th grade) in Taiwan.
520 $a Intra-linguistically, this study aimed at investigating the predictive power between phonological, orthographic, and homophonic awareness and word recognition in Chinese and English. In addition, inter-linguistically, it sought to examine whether Chinese word recognition can predict English word recognition. Lastly, it was hypothesized that a positive correlation of these three linguistic skills exists between the two languages, and that predictive power between the corresponding skills across two languages also exists.
520 $a The study adopted three research designs: a regression model, a correlation, and a path analysis. A nonrandom sample consisting of 211 elementary 5 th grade students was selected from three schools districts in northern Taiwan. After a pilot-test, the measurement instruments developed by the researcher were finalized for the formal test. The criteria for finalizing the measurement instruments included the item discrimination indexes, the item difficulty indexes, and Cronbach's alphas of each subtest that were statistically appropriate.
520 $a Results indicated that, intra-linguistically, phonological skill and homophonic awareness are the best independent variables predicting Chinese word recognition. In English, orthographic awareness and phonological skill both predict English word recognition. Inter-linguistically, findings indicated a statistically significant direct impact of Chinese word recognition on English word recognition. Furthermore, the path analysis revealed significant indirect paths from the three types of Chinese linguistic awareness upon English word recognition both through Chinese word recognition and through the three types of English linguistic awareness. Phonological skill showed moderately high relationships between the two languages, while orthographic awareness between the two languages indicated a statistically significant relationship with low correlation. A weak though statistically significant correlation relationship was also found for homophonic awareness between Chinese and English. Several suggestions and recommendations are made including that all educational stakeholders in Taiwan should recognize the importance of providing young elementary school students explicit instruction in phonological awareness because this skill lays a good foundation for the acquisition of not only the native but also any foreign language.
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650 4 $a Education, Elementary. $3 516171
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