The relationship between bilingual experience and the development of morphological and morpho-syntactic awareness: a cross-linguistic study of classroom discourse

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Title:	The relationship between bilingual experience and the development of morphological and morpho-syntactic awareness: a cross-linguistic study of classroom discourse
Authors:	辜玉旻;Kim, Tae Jin;Kuo, Li-Jen;Ramírez, Gloria;Wu, Shuang;Ku, Yu-Min;de Marin, Sharon;Ball, Alexis;Eslami, Zohreh
Contributors:	文學院學習與教學研究所
Keywords:	Associative Learning;Bilingual Education Programs;Bilingualism;Child development;Children;Chinese;Chinese languages;Chinese-English dual-language programme;Classroom Communication;Classrooms;Consciousness;Contrastive Linguistics;Correlation;Discourse;Discourse Analysis;Educational programs;Elementary School Students;English (Second Language);English language;Foreign Countries;General Education;Language acquisition;Language Classification;Language of Instruction;Languages;Linguistic complexity;Linguistics;Literacy;Metalinguistics;morpho-syntactic awareness;morphological awareness;Morphological processing;Morphology;Morphology (Languages);Native Language;Second Language Instruction;Second Language Learning;Spanish;Spanish language;Spanish-English dual-language programme;Syntactic processing;Syntax;Taiwan;Teacher Student Relationship;teacher talk;Teachers;Teaching;Teaching Methods;Transfer of Training;United States (Midwest)
Date:	2015-01-01
Issue Date:	2026-04-23 14:36:16 (UTC+8)
Publisher:	Taylor and Francis Ltd.;Abingdon: Routledge
Abstract:	摘要： This study aims to examine the relationship between bilingual experience and children's development of morphological and morpho-syntactic awareness. To capture both universal and language-specific bilingual effects, the study included four groups of participants: English-speaking children from a general education programme, Spanish-speaking and English-speaking children from a Spanish-English dual-language programme, and Chinese-speaking children from a Chinese-English dual-language programme. Findings from the analyses of teacher talk and measures of morphological and morpho-syntactic awareness show that certain aspects of morphological awareness, such as the ability to decipher derived words, were likely to be affected by both instruction and cross-language transfer, while others, such as cognate awareness, appeared to develop through mere exposure to two languages despite the absence of explicit instruction. Furthermore, morpho-syntactic awareness was mostly enhanced through greater emphasis on explicit instruction of morpho-syntactic knowledge; such effect was moderated by the syntactic complexity of teacher talk. These findings suggest that instead of typological distances of the languages, a constellation of factors uniquely characterises bilingual classroom experiences. The linguistic complexity of teacher talk and instructional emphasis may influence children's development of morphological and morpho-syntactic awareness. 出版者： Abingdon: Routledge 出版日期： 2015-10-02 出處： Language awareness, 2015-10, Vol.24 (4), p.332-354 資源來源： Education Resources Information Center (ERIC) 版權： 2015 Taylor & Francis 2015 版權： Copyright Taylor & Francis Ltd. 2015 識別號： ISSN: 0965-8416 識別號： EISSN: 1747-7565 識別號： DOI: 10.1080/09658416.2015.1113983
Appears in Collections:	[Graduate Institute of Learning and Instruction] journal & Dissertation

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