Second-language learners' advantage in metalinguistic awareness
A question of languages' characteristics
Bibliographic Data
| ID | 5265915 |
|---|---|
| Authors | Fanny Reder (Université de Strasbourg France), Nathalie Marec‐breton (0000-0003-2277-0789, Université de Rennes France), Jean-Émile Gombert (Laboratoire de Psychologie : Cognition, Comportement, Communication), Jean‐emile Gombert (Université de Rennes France), Elisabeth Demont (Université de Strasbourg France, corresponding author) |
| Year | 2013 |
| Volume | 83 |
| Issue | 4 |
| Pages | 686-702 |
| Publication date | 2013-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjep.12003 |
| PMID | 24175689 |
| OpenAlex | W2169544611 |
| Language | EN |
| Citations received | 19 |
| References cited | 47 |
BackgroundThe awareness of the formal structure of language has been widely studied in the literature but less in a bilingualism context. Even less with second-language learners (SLL) who are acquiring their second language (L2) and are not considered as bilinguals.AimsThis study aimed at providing an investigation of young SLL's skills in phonological, morphological and syntactic awareness.SamplesNinety-five French first graders participated in our study. Children were divided into two groups: monolinguals versus SLL of German (i.e., L1 = French, L2 = German).MethodBoth groups completed two phonological tasks (i.e., phonological categorization and deletion). They also completed four morphological tasks evaluating their morphological awareness on two distinct aspects (i.e., affixes and compounds). Finally, they were evaluated on a syntactic awareness task.ResultsThe main findings highlighted a bilingual superiority for compounds morphological and syntactic awareness but not for affixes morphological and phonological awareness.ConclusionsThe second-language learning advantage was observed on dimensions distinguishing the two languages (i.e., compounds morphology and syntax) but not on shared affixes morphological and phonological dimensions. Thus, results are discussed in light of languages' characteristics and bilingualism proficiency
Categorization · Context (archaeology) · German · Linguistics · Literacy · Mathematics education · Metalinguistic awareness · Metalinguistics · Neuroscience of multilingualism · Pedagogy · Phonological awareness · Phonology · Syntax · Teaching method · Vocabulary development · EFL/ESL Teaching and Learning · Language Development and Disorders · Psychology · Reading and Literacy Development
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| Unique citing works | 19 |
|---|---|
| Citations per year | 2,38 |
| Citation span | 2018 - 2026 (9) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 18 |