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Processing Novel Phonological Structures in L2 Emergent Readers
백승현 팬코리아영어교육학회 2008 영어교육연구 Vol.20 No.4
This study investigated the phonological awareness of two groups of eighty-six Korean EFL/ESL kindergarteners in terms of semivowel placement differences between Korean and English and moreover, examined the relationship of their phonological representations to their vocabulary knowledge across the two languages. Children were assessed in Korean/English on an experimental task of production of semivowels (i.e., /j/ and /w/) in real/non-real words spoken to them and a test of lexical knowledge. Additionally, one group of ten monolingual English kindergarteners as a reference group was tested only in English. Results showed that Korean EFL children had a tendency to consider Korean GV structure as a cohesive unit and to regard English VG structure as two separate units. Their phonological representations across the two languages were highly related to Korean lexical knowledge. On the other hand, Korean ESL children tended to think of Korean GV structure as a cohesive unit, largely associated with Korean lexical knowledge and English VG structure as a cohesive unit, closely linked to English lexical knowledge. English monolinguals showed the same tendency to regard VG structure as a cohesive unit in English as did the Korean ESL children. These findings suggest the availability of language-specific phonological awareness, recognizing interlanguage phonologies in the acquisition of L2 phonological awareness and the potential importance of L2 vocabulary development in prompting L2 phonological awareness.
L1-한국어와 L2-영어 초기 읽기요인들의 구조방정식모형: 부분잠재와 완전잠재 구조모형의 비교
백승현,지문건 전남대학교 인문학연구소 2020 용봉인문논총 Vol.- No.57
The purpose of the current study was to explore the causal relationship of L1-Korean and L2-English early literacy components and investigate within-language effect and cross-language effect relevant to L2 word identification(WI) depending on the degree of control over measurement errors. In doing so, 129 Korean EFL 4th graders were required to respond to L1-/L2 phonological awareness(PA), L1-/L2 orthographic awareness(OA), L2 unfamiliar/-pseudo WI tasks. It was found that (a) both within-language effect of L2 PA and OA and cross-language effect of L1 PA on L2 WI were observed in a partially latent SEM with a mixture of observed and latent variables in a path model and (b) only within-language effect of L2 OA on L2 WI was available in a fully latent SEM with only latent variables in a path model. In light of that L1 PA and L2 PA/-OA significantly contributed a unique variance to L2 WI across the two distinctive SEMs, the results are directly aligned with the model of integration of word recognition components that PA and OA are essentially central to WI (Chard, Simmons, & Kameenni, 1998). In keeping with the within-language effect and cross-language effect observed across the two different SEMs, the findings substantially support the linguistic interdependence hypothesis that literacy acquisition in one language can fundamentally rely on literacy components in that language and those in another language as well (Cummins, 1984). The pedagogical implications were further discussed. 본 논문의 목적은 측정오차의 통제정도에 따른 L1-한국어와 L2-영어 초기읽기요인들의 구조적 인과관계를 규명하고 L2-영어 단어인식에 관한 언어내 효과와 언어간 효과를 연구하는 것이다. 이에 129명의 한국 4학년 영어학습자들에게 한국어/영어 음운인지, 한국어/영어 철자인지 그리고 영어 실제단어/가상단어 실험을 하여 다음의 결과를 도출하였다. 첫째, 경로모형에 관찰변수와 잠재변수가 혼합되어있는 부분잠재 구조모형에서는 언어내 효과와 언어간 효과가 나타났다. 둘째, 경로모형에 잠재변수만 있는 완전잠재 구조모형에서는 언어내 효과만 나타났다. 본 연구의 결과는 단어인지에 음운인지와 철자인지가 필요조건이라는 단어인지요인 통합모형의 이론을 재검증하였고 L1과 L2사이의 인지적·언어적 구성요소의 연관성을 주장하는 언어상호의존가설의 개념과 일맥상통하다고 볼 수 있다.