Corpus ID: 59640702

Cross -language transfer of sub-syllabic units in the acquisition of L2 phonological awareness: Semivowel placement differences between Korean and English

@inproceedings{Baek2007CrossT,
  title={Cross -language transfer of sub-syllabic units in the acquisition of L2 phonological awareness: Semivowel placement differences between Korean and English},
  author={Seunghyun Baek},
  year={2007}
}
Title of Dissertation CROSS-LANGUAGE TRANSFER OF SUBSYLLABIC UNITS IN THE ACQUISITION OF L2 PHONOLOGICAL AWARENESS: SEMIVOWEL PLACEMENT DIFFERENCES BETWEEN KOREAN AND ENGLISH Seunghyun Baek, Doctor of Philosophy, 2007 Directed By: Assistant Professor Dr. Millicent I. Kushner Department of Curriculum and Instruction This study investigates the language-specific sub-syllabic awareness of two groups of eighty-six Korean-English speaking kindergarteners learning English as a foreign language or… Expand

References

SHOWING 1-10 OF 158 REFERENCES
Korean-English biliteracy acquisition: Cross-language phonological and orthographic transfer
Cross-language phonological and orthographic relationship in the biliteracy acquisition of children learning to read Korean and English was investigated in this study. Forty-five Korean-EnglishExpand
Processing Novel Phonemic Contrasts in the Acquisition of L2 Word Reading
TLDR
A phonological task designed to tap sensitivity to a phonemic contrast that occurs productively in Hebrew but is phonotactically constrained in English showed that children experienced more difficulty discriminating the contrast in onsets than in rimes, which is consistent with predictions made from a language transfer hypothesis. Expand
Chinese–English biliteracy acquisition: cross-language and writing system transfer
TLDR
Findings suggest that bilingual reading acquisition is a joint function of shared phonological processes and orthographic specific skills in children learning to read two different writing systems. Expand
Alphabetic and nonalphabetic L1 effects in English word identification: a comparison of Korean and Chinese English L2 learners
TLDR
It is suggested that cross-writing system differences in L1s and L1 reading skills transfer could be responsible for these ESL performance differences. Expand
Factors related to English reading performance in children with Chinese as a first language : More evidence of cross-language transfer of phonological processing
Parallel measures of phonological, syntactic, and orthographic processing skill and reading were administered in English and in Chinese to 65 children whose 1st language (LI) was Cantonese and whoseExpand
Factors Related to English Reading Performance in Children with Chinese as a First Language: More Evidence of Cross-Language Transfer of Phonological Processing.
Parallel measures of phonological, syntactic, and orthographic processing skill and reading were administered in English and in Chinese to 65 children whose 1st language (LI) was Cantonese and whoseExpand
The Development and Cross-Language Transfer of Phonological Awareness
Abstract Our research examined whether phonological awareness skills develop in a specific pattern, and once developed, whether they transfer to another language. Experiment 1 attempted to replicateExpand
Cross-language links between English and Korean in second-language reading acquisition
Factors related to second reading acquisition and the relationship between oral and literacy skills in the first language (L1) and second language (L2) were examined. Participants were kindergartenExpand
The effect of first written language on the acquisition of English literacy
TLDR
The hypothesis that people learning English as a second language (ESL) transfer their literacy processing skills from their first language to English supported, and students from non-alphabetic written language backgrounds might have difficulties with new, or unfamiliar words when attending universities where English is the medium of instruction. Expand
Phonological awareness in young second language learners.
TLDR
The bilingual children showed heightened levels of phonological awareness skills in kindergarten in the area of onset-rime awareness and had higher syllable segmentation scores than their monolingual peers; this result is interpreted to reflect the role of literacy instruction on phoneme awareness development. Expand
...
1
2
3
4
5
...