Roles of L1 and L2 Derivational Morphological Awareness in L2 Reading Through the Mediation of L2 Vocabulary Knowledge

다국어 초록 (Multilingual Abstract)

The present study aims to explore the direct and indirect contribution of L1 and L2 derivational morphological awareness of Korean EFL high school and university students to their reading comprehension in L2 through the mediation of L2 vocabulary knowledge by using structural equation modeling analysis. Eighty-five high school and eighty-two university students were assessed on their Korean L1 and English L2 derivational morphological awareness and English L2 reading comprehension and vocabulary knowledge. The results of the study present a significant direct contribution of L2 derivational morphological awareness and L2 vocabulary knowledge to L2 reading comprehension.
The contribution of L2 derivational morphological awareness appeared larger than L2 vocabulary knowledge, which suggests a relatively more important role of the former than the latter in L2 reading comprehension.
They also reveal a significant indirect contribution of L1 derivational morphological awareness via L2 derivational morphological awareness to L2 reading comprehension but not that of L2 derivational morphological awareness via L2 vocabulary knowledge. Findings from the study suggest potential benefits of cross-linguistic transfer of derivational morphological knowledge as well as of L2 derivational morphology intervention in L2 reading development.

참고문헌 (Reference)

1 Ministry of Education and Science Technology, "Yeongeogwa gyoyuk-gwajeong (The national English curriculum)" MEST 2011

2 Nagy, W. E., "Vocabulary development and its implication for reading comprehension" Guilford Press 52-77, 2007

3 Read, J., "Validation in language assessment" Lawrence Erlbaum 41-60, 1998

4 Read, J., "The development of a new measure of L2 vocabulary knowledge" 10 : 355-371, 1993

5 Marinova-Todd, S., "The association between morphological awareness and literacy in English language learners from different language backgrounds" 33 : 93-107, 2013

6 Nagy, W. E., "The acquisition of morphology : Learning the contribution of suffixes to the meanings of derivatives" 25 : 155-170, 1993

7 Tyler, A., "The acquisition of English derivational morphology" 28 : 649-667, 1989

8 Nation, I. S. P., "Teaching and learning vocabulary" Newbury House 1990

9 Schmitt, N., "Researching vocabulary through a word knowledge framework : Word associations and verbal suffixes" 20 : 17-36, 1997

10 McDonald, R. P., "Principles and practice in reporting structural equation analyses" 7 : 64-82, 2002

11 Saiegh-Haddad, E., "Morphological awareness, phonological awareness, and reading in English-Arabic bilingual children" 21 : 481-504, 2008

12 Ramirez, G., "Morphological awareness in Spanish-speaking English language learners : Within and cross-language effects on word reading" 23 : 337-358, 2010

13 Ramirez, G., "Morphological awareness and word reading in English language learners : Evidence from Spanish and Chinese-speaking children" 32 : 601-618, 2011

14 Oz, H., "Morphological awareness and some implications for English language teaching" 136 : 98-103, 2014

15 Zhang, D., "Morphological awareness and reading comprehension in a foreign language : A study of young Chinese EFL learners" 41 : 901-913, 2013

16 Rispense, J., "Morphological awareness and early and advanced word recognition and spelling in Dutch" 21 : 587-607, 2008

17 Payne, T., "Describing morphosyntax : A guide for field linguists" Cambridge University Press 1997

18 Nagy, W. E., "Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle school students" 98 : 134-147, 2006

19 Qian, D. D., "Assessing the roles of depth and breadth of vocabulary knowledge in reading comprehension" 56 : 282-307, 1999