双语认知技能与小学一年级学生的第二语言写作表现之间的关系
Hui Wang1, Michael J Orosco1, Anqi Peng1
1Department of Educational Psychology, University of Kansas, Lawrence, KS 66045, USA.
Journal of experimental child psychology
|September 27, 2023
概括
认知和阅读技能对西班牙语儿童的英语写作有重大影响. 这些关系随着年级水平的增强而加强,西班牙语工作记忆和阅读技能显示出一致的联系.
科学领域:
- 认知心理学 认知心理学
- 获得第二语言的学习.
- 教育语言学教育语言学
背景情况:
- 了解影响第二语言 (L2) 写作的因素对于有效的教学至关重要.
- 学习英语的西班牙语儿童为检查L2写作发展提供了一个独特的案例.
- 认知和语言技能是写作能力的基础.
研究的目的:
- 调查认知和阅读技能对L2英语写作表现的影响.
- 分析这些关系在1至3年级之间如何演变.
- 区分英语对西班牙语认知和阅读技能的影响.
主要方法:
- 进行了一系列综合测试,测量英语和西班牙语工作记忆 (WM),口语发展 (OLD) 和阅读技能.
- 评估了 494 名西班牙语学习者在 1-3 年级的英语写作表现.
- 利用路径分析来模拟每个年级和语言内的关系.
主要成果:
- 英语写作与英语认知/阅读技能之间的关联从1年级到3年级逐渐加强.
- 西班牙语工作记忆和阅读技能与英语写作在二年级和三年级有显著的积极关系.
- 西班牙语的口头语言发展并没有显示出与英语写作在各年级之间的一致的重要联系.
结论:
- 英语和西班牙语的认知和阅读技能在L2写作发展中起着至关重要的作用.
- 这些关系的日益强大表明L2写作的发展轨迹.
- 针对特定认知和语言领域的有针对性的干预措施可以增强西班牙语学习者的英语写作能力.
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