- Caitlin E, C., & Annie,T. (2013). Proficiency and working memory based explanations for nonnative speakers' sensitivity to agreement in sentence processing. Applied Psycholinguistics, 34(3), 615-646.
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摘要:This study examines the roles of proficiency and working memory (WM) capacity in second-/foreign-language (L2) learners' processing of agreement morphology. It investigates the processing of grammatical and ungrammatical short- and long-distance number agreement dependencies by native English speakers at two proficiencies in French, and the relationship between their proficiency and WM capacity in French and their sensitivity to agreement violations. Native English speakers at mid- and high proficiencies in French and native French speakers completed an acceptability judgment task, a self-paced reading task, and a WM task in French, and the English speakers also completed a WM task in English. The results showed that whereas all participants performed at ceiling on the acceptability judgment tasks, only the high-level L2 learners and native speakers showed some sensitivity to number agreement violations. For L2 learners, this sensitivity did not vary as a function of the length of the agreement dependency. The results also indicated that L2 learners tended to be more sensitive to agreement violations as their WM memory capacity in French increased. The implications of these results for theories of L2 morphological processing are discussed.
关键词:applied linguistics, non-native language learning languages other than English, Agreement Grammatical, Syntactic Processing, Language Proficiency, Second Language Learning, Morphological Processing, French as a Second Language Learning, Short Term Memory, Acceptability
- Kieffer, M. J., & Lesaux, N. K. (2012). Direct and indirect roles of morphological awareness in the English reading comprehension of native English, Spanish, Filipino, and Vietnamese speakers. Language Learning, 62, 1170-1204.
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摘要:This study tested three hypotheses about the direct and indirect contributions of derivational morphological awareness to English reading comprehension in sixth-grade students from differing language backgrounds (n= 952). Students included Spanish-speaking, Filipino-speaking, and Vietnamese-speaking language minority learners as well as native English speakers. Multiple-group structural equation modeling indicated that morphological awareness made a significant direct contribution to reading comprehension, controlling for reading vocabulary and word reading fluency. Morphological awareness also made a significant indirect contribution to reading comprehension via reading vocabulary, but not via word reading fluency. Effects were similar across the four language groups. Findings suggest that morphological awareness may play multiple important roles in English reading comprehension for students from a variety of home language backgrounds. Adapted from the source document
关键词:applied linguistics, reading readiness/acquisition/achievement, Reading Comprehension, Morphological Processing, English, Elementary School Students, Derivation Morphology, Second Language Reading, Native Speakers, Nonnative Speakers, Reading Processes
- Saiegh-Haddad, E., Hadieh, A., & Ravid, D. (2012). Acquiring noun plurals in Palestinian Arabic: Morphology, familiarity, and pattern frequency. Language Learning, 62, 1079-1109.
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摘要:The study examined the acquisition of two morphological procedures of noun pluralization in Palestinian Arabic: Sound Feminine Plural (SFP) and Broken Plural (BP). We tested if noun pluralization was affected by (1) the type of morphological procedure, (2) the degree of familiarity with the singular noun stem, and (3) the frequency of plural patterns. Thirty-six native Arabic-speaking children in three age groups were tested on three experimental tasks: a repetition task, a structured production task, and a seminatural production task. In line with earlier research, the results showed that SFP pluralization was acquired earlier and had a shorter developmental trajectory than BP plurals. Also, the errors of children showed that SFP was a dominant default procedure. However, despite its early consolidation, SFP formation was affected by familiarity with the singular noun stem. BP nouns also appeared rather early in the production of children and were affected by both familiarity with the noun stem and frequency of the plural pattern. Yet, they took longer to acquire and did not reach comparable levels to SFP in the age groups tested. The implications of the results for models of language acquisition and the acquisition of Arabic morphology are discussed. Adapted from the source document
关键词:psycholinguistics, child language acquisition, Morphological Processing, Native Language Acquisition, Children, Number Grammatical, Nouns, Arabic, Error Analysis Language
- Blom, E., Paradis, J., & Duncan, T. S. (2012). Effects of input properties, vocabulary size, and L1 on the development of third person singular -s in child L2 English. Language Learning, 62(S2), 965-994.
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摘要:This study was designed to investigate the development of third-person singular (3SG) -s in children who learn English as a second language (L2). Adopting the usage-based perspective on the learning of inflection, we analyzed spontaneous speech samples collected from 15 English L2 children who were followed over a 2-year period. Assessing the contribution of a wide range of predictors, we show that word frequency, allomorph, lexicon size, inflectional properties of the first language (L1), and months of exposure to English all have impact on English L2 children's use of 3SG -s in obligatory contexts. This study enhances both our understanding of the development of 3SG -s and of child L2 acquisition. The outcomes support a usage-based approach to learning inflection and emphasize the importance of a multifactorial analysis of language development. Adapted from the source document
关键词:applied linguistics, English as a second/foreign language learning, Morphological Processing, Inflection Morphology, Children, English as a Second Language Learning, Vocabulary Size
- Hirata-Edds, T. (2011). Influence of second language cherokee immersion on children's development of past tense in their first language, English. Language Learning, 61, 700-733.
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摘要:Metalinguistic skills may develop differently in multilingual and monolingual children. This study investigated effects of immersion in Cherokee as a second language on young children's (4;5-6;1) skills of noticing morphological forms/patterns in English, their first language, by comparing English past tense skills on two nonword and two real-word tasks between a Cherokee immersion group (N= 10) and an English-medium comparison group (N= 13). Only past finiteness (irregular forms plus overregularizations) on a real-word sentence imitation task was significantly different, with the Cherokee group performing better. The children learning Cherokee as a second language were progressing as well as their monolingual peers on English past tense marking and in one area had developed increased attention to productive morphological patterns.
关键词:applied linguistics, non-native language learning languages other than English, psycholinguistics, morphological processing, Keresiouan Languages, English, Children, Tense, Multilingualism, Morphological Processing
- Jiang, N., Novokshanova, E., Masuda, K., & Wang, X. (2011). Morphological congruency and the acquisition of L2 morphemes. Language Learning, 61, 940-967.
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摘要:The present study examined the proposal that the presence of a similar morpheme in the learner's first and second languages (L2) facilitates morphological development in the L2. Advanced Russian and Japanese speakers of English as a second language performed a self-paced reading task in which they read English sentences word by word for comprehension. Russian participants showed a reliable sensitivity to plural errors, but Japanese participants did not. The findings supported the morphological congruency hypothesis. A theoretical proposal is put forward to explain how morphological congruency affects L2 morpheme acquisition. The findings and the proposal are relevant to the discussion of the critical period hypothesis, ultimate attainment in L2, and the characterization of L2 competence of steady-state adult L2 learners. Adapted from the source document
关键词:psycholinguistics, morphological processing, applied linguistics, English as a second/foreign language learning, Second Language Learning, English as a Second Language Learning, Morphemes, Adults, Morphological Processing, Critical Period Hypothesis
- Cole, P., Bouton, S., Leuwers, C., Casalis S., Sprenger-Charolles L. (2012). Stem and derivational-suffix processing during reading by French second and third graders. Applied Psycholinguistics, 33(1), 97-120.
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摘要:Morphological processing by French children was investigated in two experiments. The first showed that second and third graders read pseudowords such as chat-ure (cat-ish) composed of an illegally combined real stem and real derivational suffix faster and more accurately than they read matched pseudowords composed of a pseudostem and a real derivational suffix (e.g., chot-ure) or a pseudostem and a pseudosuffix (e.g., chot-ore). More, the chot-ure items were read faster and more accurately than the chot-ore items. These results suggest that beginning French readers are able to use morphological units (both stems and derivational suffixes) to decode new words. The second experiment compared the impact of display format on reading time. Suffixed words were presented in four segmentation formats: syllabic (ma lade), morphological (mal ade), morphological + 1 grapheme (mala de), or unsegmented (malade). For both groups of readers, the morphological + 1 condition generated the longest reading times but there was no difference between the other three conditions. It was concluded that syllables, morphemes, and whole word forms contribute to a similar extent to word reading for low-frequency words. Morphological processing may therefore be used early by French children to identify both new words and low-frequency words. Adapted from the source document
关键词:psycholinguistics, morphological processing, Derivation Morphology, French, Reading, Suffixes, Morphological Processing, Elementary School Students
- Kieffer, M. J., & Lesaux, N. K. (2012). Development of morphological awareness and vocabulary knowledge in Spanish-speaking language minority learners: A parallel process latent growth curve model. Applied Psycholinguistics, 33(1), 23-54.
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摘要:Despite acknowledgement of the limited English vocabularies demonstrated by many language minority (LM) learners, few studies have identified skills that relate to variation in vocabulary growth in this population. This study investigated the concurrent development of morphological awareness (i.e., students' understanding of complex words as combinations of meaningful smaller units) and vocabulary for LM learners in early adolescence. A cohort of Spanish-speaking LM learners (n = 90) was followed from fourth through seventh grade and assessed annually. Latent growth modeling results indicated a strong relationship between rates of growth in the two skills, such that learners with rapid growth in derivational morphological awareness also demonstrated rapid growth in vocabulary. Despite positive vocabulary growth during this period, the learners remained far below national norms. Findings highlight the need for language-focused instructional intervention for this population and suggest that morphological awareness may be a promising point of leverage for such instruction. Adapted from the source document
关键词:psycholinguistics, morphological processing, Morphological Processing, Spanish, Minority Languages, Limited English Proficiency, Vocabulary Learning, Junior High School Students, Elementary School Students
- Bar-On, A., & Ravid, D. (2011). Morphological analysis in learning to read pseudowords in Hebrew. Applied Psycholinguistics, 32(3), 553-581.
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摘要:This paper examines the role of morphology in gradeschool children's learning to read nonpointed Hebrew. It presents two experiments testing the reading of morphologically based nonpointed pseudowords. One hundred seventy-one Hebrew-speaking children and adolescents in seven age/schooling groups (beginning and end of 2nd, 3rd, 4th, 7th, and 11th grade) and a group of adults participated in the study. Participants were administered two tasks of reading aloud nonpointed pseudowords with morphological composition: words in isolation and words in sentential context. Results pinpoint the developmental milestones on the way to efficient nonpointed word recognition in Hebrew: learning to use morphological pattern cues to fill in missing phonological information, where second grade is an important "watershed" period; and overcoming tomography by learning to detect morphosyntactic cues, an ability that develops more gradually and over a longer period than pattern recognition. Adapted from the source document
关键词:psycholinguistics, morphological processing, applied linguistics, reading processes, Morphological Processing, Reading Processes, Hebrew, Reading Acquisition, Word Recognition, High School Students, Junior High School Students, Elementary School Students
- Casalis, S, Deacon, S. H, & Pacton, S. (2011). How specific is the connection between morphological awareness and spelling? A study of French children. Applied Psycholinguistics, 32(3), 499-511.
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摘要:This study examined the relationship between morphological awareness and spelling. We show that French children in Grades 3 and 4 appear to use morphological information in spelling; spelling of sounds for which there are several alternatives was more accurate in derived than in nonderived words. The link between morphological awareness and spelling seems to be general, given that morphological awareness correlated with multiple spelling scores, including those that did not involve morphology. Further, the relationship between spelling and morphological awareness seems to be affected by both the developmental level of the child and the phonological structure of the items in the morphological awareness task. We discuss the implications of this research for clarifying the relationship between morphological awareness and spelling. Adapted from the source document
关键词:psycholinguistics, morphological processing, Spelling, Morphological Processing, Children, French, Elementary School Students
- Cheng, C., Wang, M., & Perfetti, C. A. (2011). Acquisition of compound words in Chinese-English bilingual children: Decomposition and cross-language activation. Applied Psycholinguistics, 32(3), 583-600.
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摘要:This study investigated compound processing and cross-language activation in a group of Chinese-English bilingual children, and they were divided into four groups based on the language proficiency levels in their two languages. A lexical decision task was designed using compound words in both languages. The compound words in one language contained two free constituent morphemes that mapped onto the desired translations in the other language, such as tooth ([Chinese character]) brush ([Chinese character]). Two types of compound words were included: transparent (e.g., toothbrush) and opaque (e.g., deadline) words. Results showed that children were more accurate in judging semantically transparent compounds in English. The lexicality of translated compounds in Chinese affected lexical judgment accuracy on English compounds, independent of semantic transparency and language proficiency. Implications for compound processing and bilingual lexicon models are discussed. Adapted from the source document
关键词:psycholinguistics, bilingual language processing, psycholinguistics, morphological processing, English, Compound Words, Bilingualism, Children, Judgment, Morphological Processing, Language Acquisition, Chinese
- Deacon, S. H., Whalen, R., & Kirby, J. R. (2011). Do children see the danger in dangerous? Grade 4, 6, and 8 children's reading of morphologically complex words. Applied Psycholinguistics, 32(3), 467-481.
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摘要:We examined whether Grade 4, 6, and 8 children access the base form when reading morphologically complex words. We asked children to read words varying systematically in the frequency of the surface and base forms and in the transparency of the base form. At all grade levels, children were faster at reading derived words with high rather than low base frequencies when the words were of low surface frequency. Effects of the frequency and transparency of the base form on word reading accuracy occurred only in Grades 4 and 6. The results add to the growing body of evidence that children access the morphological structure of the words that they encounter in print. Adapted from the source document
关键词:applied linguistics, reading processes, psycholinguistics, morphological processing, Reading Acquisition, Roots Morphology, Children, Reading Processes, Morphological Processing, Junior High School Students, Elementary School Students
- Haikio, T., Bertram, R., & Hyona, J. (2011). The development of whole-word representations in compound word processing: Evidence from eye fixation patterns of elementary school children. Applied Psycholinguistics, 32(3), 533-551.
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摘要:The role of morphology in reading development was examined by measuring participants' eye movements while they read sentences containing either a hyphenated (e.g., ulko-ovi "front door") or concatenated (e.g., autopeli "racing game") compound. The participants were Finnish second, fourth, and sixth graders (aged 8, 10, and 12 years, respectively). Fast second graders and all four and sixth graders read concatenated compounds faster than hyphenated compounds. This suggests that they resort to slower morpheme-based processing for hyphenated compounds but prefer to process concatenated compounds via whole-word representations. In contrast, slow second graders' fixation durations were shorter for hyphenated than concatenated compounds. This implies that they process all compounds via constituent morphemes and that hyphenation comes to aid in this process. Adapted from the source document
关键词:applied linguistics, reading processes, psycholinguistics, morphological processing, Elementary School Students, Eye Movements, Reading Acquisition, Morphemes, Finnish, Morphological Processing, Reading Processes
- Marcolini, S., Traficante, D., Zoccol, P., & Burani C. (2011). Word frequency modulates morpheme-based reading in poor and skilled Italian readers. Applied Psycholinguistics, 32(3), 513-532.
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摘要:A previous study reported that, similar to young and adult skilled readers, Italian developmental dyslexics read pseudowords made up of a root and a derivational suffix faster and more accurately than simple pseudowords. Unlike skilled readers, only dyslexic and reading-matched younger children benefited from morphological structure in reading words aloud. In this study, we show that word frequency affects the probability of morpheme-based reading, interacting with reading ability. Young skilled readers named low- but not high-frequency morphologically complex words faster than simple words. By contrast, the advantage for morphologically complex words was present in poor readers irrespective of word frequency. Adult readers showed no facilitating effect of morphological structure. These results indicate that young readers use reading units (morphemes) that are larger than the single-grapheme grain size. It is argued that morpheme-based reading is important for obtaining reading fluency (rather than accuracy) in transparent orthographies and is useful particularly in children with limited reading ability who do not fully master whole-word processing. Adapted from the source document
关键词:applied linguistics, reading processes, psycholinguistics, morphological processing, Reading Processes, Morphological Processing, Reading Acquisition, Italian, Morphological Complexity, Dyslexia, Word Frequency, Adults, Children
- Ramirez, G., Chen, X., Geva, E., & Luo, Y. (2011). Morphological awareness and word reading in English language learners: Evidence from Spanish- and Chinese-speaking children. Applied Psycholinguistics, 32(3), 601-618.
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摘要:This study examined the effects of first language characteristics on the development of two aspects of English morphological awareness: derivational and compound awareness in English language learners (ELLs) with Chinese or Spanish as their first language. It also assessed the contribution of derivational and compound awareness to word reading in the two groups of ELLs as well as in monolingual English-speaking children. Participants included 89 Spanish-speaking ELLs, 77 Chinese-speaking ELLs, and 78 monolingual English-speaking children from Grade 4 and Grade 7. Results showed that Chinese-speaking ELLs performed similarly to monolingual English speakers on English compound awareness, and monolingual English speakers outperformed Spanish-speaking ELLs. Spanish-speaking ELLs and monolingual children, in contrast, both outperformed Chinese-speaking ELLs on derivational awareness. Another key finding was that in all three groups of children, morphological awareness made a unique contribution to word reading after controlling for nonverbal ability, maternal education, and other reading related variables. These results underscore the influence of first language structure on the development of second language morphological awareness, and the similar contribution of morphological awareness to word reading across monolinguals and ELLs. Adapted from the source document
关键词:psycholinguistics, morphological processing, applied linguistics, reading processes, Spanish, Chinese, Children, Compound Words, Derivation Morphology, English as a Second Language Learning, Morphological Processing, Reading Processes, Reading Acquisition
- Van Hoogmoed, A. H., Verhoeven, L., Schreuder, R., & Knoors, H. (2011). Morphological sensitivity in deaf readers of Dutch. Applied Psycholinguistics, 32(3), 619-634.
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摘要:Deaf children experience difficulties with reading comprehension. These difficulties are not completely explained by their difficulties with the reading of single short words. Whether deaf children and adults lag behind in the morphological processing of longer words is therefore examined in two experiments in which the processing of prefixes by deaf versus hearing children and deaf versus hearing adults is compared. The results show that the deaf children use morphological processing but to a lesser extent than hearing children. No differences appeared between the deaf and hearing adults. Differences between deaf children with and without a cochlear implant were examined, but no firm conclusions could be drawn. The implications of the results for the reading instruction of deaf children are discussed. Adapted from the source document
关键词:applied linguistics, reading processes, psycholinguistics, morphological processing, Reading Acquisition, Deafness, Children, Reading Processes, Dutch, Morphological Processing, Reading Comprehension, Cochlear Implants
- Verhoeven, L. (2011). Introduction: Morphological processing in reading acquisition: A cross-linguistic perspective. Applied Psycholinguistics, 32(3), 457-466.
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摘要:Word identification plays a central role in children's reading development. Children must first acquire elementary encoding skills when learning to read and gradually apply these skills with greater accuracy and speed, leading up to an increasingly automated process. Various architectures have been proposed to account for visual word-form processing. Current models of reading have focused on how letter strings are converted to phonological strings, essentially ignoring any internal structure words have as morpheme units. Reading more complex words may involve processes of morphological decomposition as well as grapheme-phoneme connections and whole-word look-up methods. Adapted from the source document
关键词:psycholinguistics, morphological processing, applied linguistics, reading processes, Morphological Processing, Reading Processes, Children, Reading Acquisition
- Verhoeven, L., & Schreuder, R. (2011). Morpheme frequency effects in Dutch complex word reading: A developmental perspective. Applied Psycholinguistics, 32(3), 483-498.
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摘要:This study examined to what extent advanced and beginning readers, including dyslexic readers of Dutch, make use of morphological access units in the reading of polymorphemic words. Therefore, experiments were carried out in which the role of singular root form frequency in reading plural word forms was investigated in a lexical decision task with both adults and children. Twenty-three adult readers, 37 8-year-old children from Grade 3, 43 11-year-old children from Grade 6, and 33 11-year-old dyslexic readers were presented with a lexical decision task in which we contrasted plural word forms with a high versus low frequency of the singular root form. For the adults, it was found that the accuracy and speed of lexical decision is determined by the surface frequency of the plural word form. The frequency of the constituent root form played a role as well, but in the low-frequency plural words only. Furthermore, a strong developmental effect regarding the accuracy and speed of reading plural word forms was found. An effect of plural word form frequency on word identification was evidenced in all groups. The singular root form frequency also had an impact of the reading of the plural word forms. In the normal reading and dyslexic children, plurals with a high-frequency singular root form were read more accurately and faster than plurals with a low singular root frequency. It can be concluded that constituent morphemes have an impact on the reading of polymorphemic words. The results can be explained in the light of a word experience model leaving room for morphological constituency to play a role in the lexical access of complex words as a function of reading skill and experience and word and morpheme frequency. Adapted from the source document
关键词:psycholinguistics, morphological processing, applied linguistics, reading processes, Reading Processes, Reading Acquisition, Morphological Processing, Lexical Decision Task, Morphemes, Word Recognition, Age Differences, Dyslexia
- Jeon, E. H. (2011). Contribution of morphological awareness to second-language reading comprehension. The Modern Language Journal, 95, 217-235.
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摘要:This study investigates the contribution of second-language (L2) morphological awareness to foreign language reading comprehension. Tenth graders (n= 188) at a South Korean high school were assessed on 6 reading- and language-related variables: phonological decoding, listening comprehension, vocabulary knowledge, passage-level reading comprehension, metacognitive reading awareness, and morphological awareness. A series of 10 sequential regression analyses were conducted to determine the unique reading variance accounted for by each of the 2 morphological awareness tests included in this study (i.e., the Test of Morphological Structure-Revised [TMS-R], the Verbal Suffix Knowledge Test-Revised [VSKT-R]). The result revealed that morphological awareness was a significant predictor of L2 reading comprehension when other variables were controlled. Of the 2 tests, the TMS-R-a measure that primarily tested derivational morphological knowledge-showed stronger predictability. This provides evidence that morphological awareness, especially derivational morphological knowledge, is an important variable to be considered in explaining L2 reading comprehension among older readers. Adapted from the source document
关键词:applied linguistics, reading processes, psycholinguistics, morphological processing, Reading Comprehension, South Korea, Metacognition, Morphological Processing, Phonology, Second Language Reading
- Dixon, L. Q., Zhao, Jing, & Joshi, R. M. (2012). One dress, two dress: Dialectal influence on spelling of English words among kindergarten children in Singapore. System, 40(2), 214-225.
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摘要:The present study examined the influence of Singapore Colloquial English (SCE) on Standard English word spelling through a plural formation task of four words (man, tooth, dress and child) among 168 Singaporean bilingual children with Chinese background. It was found that "dropping the plural" was the most prevalent type of error. Poor readers made more random errors, and good readers made more overgeneralization errors and formed more correct plural forms. Similar error patterns held for spelling achievement groups, except that good spellers also made more dropping plural errors than average spellers and poor spellers. The results of this study point to the importance of considering oral language influences on children's development of morphological knowledge. The presence/absence of various morphological features in the spoken language may predict the relative difficulty of acquiring certain morphological rules for the standard written variety. [Copyright Elsevier Ltd.]
关键词:psycholinguistics, child language acquisition, Children, Spelling, Morphological Processing, Language Acquisition, Singapore, English, Kindergarten, Number Grammatical, Dialects