Comparing vocabulary development in Spanish- and Chinese-speaking ELLs: The effects of metalinguistic and sociocultural factors

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Title:	Comparing vocabulary development in Spanish- and Chinese-speaking ELLs: The effects of metalinguistic and sociocultural factors
Authors:	辜玉旻;Chen, Xi;Ramirez, Gloria;Luo, Yang C.;Geva, Esther;Ku, Yu-Min
Contributors:	文學院學習與教學研究所
Keywords:	Academic Language;Canada;Children;Chinese;Chinese languages;Cognates;Comparative Analysis;Consciousness;Education;Educational Attainment;Elementary education;English;English (Second Language);English as a second language;English as a Second Language Learning;English language;English Language Learners;English Learners;Evidence;Foreign Countries;Foreign language learning;Grade 4;Grade 5;Grade 6;Grade 7;Immigrants;Indo European Languages;Integrative approach;Language acquisition;Language and Literature;Language Minorities;Learning strategies;Length of Residency;Linguistics;Literacy;Metalinguistic Awareness;Metalinguistics;Migrant Children;Minority Group Children;Minority Groups;Minority languages;Monolingualism;Morphemes;Mothers;Native language;Native language acquisition;Native Speakers;Neurology;Nouns;Parent Background;Psycholinguistics;Reading Instruction;Residence;Resistance (Psychology);Second generation;Semantics;Social Influences;Social Sciences;Sociocultural factors;Sociocultural Patterns;Spanish;Spanish language;Spanish Speaking;Strategies;Verbs;Vocabulary;Vocabulary Development;Vocabulary Learning
Date:	2012-09-01
Issue Date:	2026-04-23 14:29:43 (UTC+8)
Publisher:	Springer Netherlands;Dordrecht: Springer Science and Business Media LLC
Abstract:	摘要： This study evaluated the impact of two metalinguistic factors, English derivational awareness and English–Spanish cognate awareness, and the impact of two sociocultural factors, maternal education and children’s length of residence in Canada, on English Language Learners (ELLs)’ vocabulary knowledge. The participants of the study were 89 Spanish-speaking ELLs, 77 Chinese-speaking ELLs, and a comparison group of 78 monolingual English-speaking children in Grades 4 and 7. The sample included both first-generation (born outside of Canada) and second generation (born in Canada) immigrant children. The study yielded several important findings. First, it confirmed the strong link between derivational awareness and vocabulary knowledge observed in the previous research, and extended this relationship to two groups of ELLs from different first language backgrounds. Second, this study unveiled differences in vocabulary learning between Spanish-speaking and Chinese-speaking ELLs. While Spanish-speaking children were able to utilize the cognate strategy to learn English words, this strategy was not available for Chinese-speaking ELLs. With respect to the sociocultural factors, length of residence in Canada was significantly related to ELLs’ vocabulary development. Interestingly, length of residence in Canada only influenced the development of noncognate vocabulary, but not cognate vocabulary, in Spanish-speaking ELLs, which provides additional evidence for these children’s use of the cognate strategy. Finally, maternal education was not related to English vocabulary development. The theoretical and educational implications of these findings were discussed. 其他題名： Read Writ 出版者： Dordrecht: Springer Science and Business Media LLC 出版日期： 2012-09-01 出處： Reading & writing, 2012-09, Vol.25 (8), p.1991-2020 資源來源： Education Resources Information Center (ERIC) 版權： Springer Science+Business Media B.V. 2011 版權： Springer Science+Business Media B.V. 2012 識別號： ISSN: 0922-4777 識別號： EISSN: 1573-0905 識別號： DOI: 10.1007/s11145-011-9318-7 識別號： CODEN: REWRE8
Appears in Collections:	[Graduate Institute of Learning and Instruction] journal & Dissertation

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