Does Nonlinguistic Segmentation Predict Literacy in Second Language Education? Statistical Learning in Ivorian Primary Schools

IF 3.5 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Benjamin D. Zinszer, Joelle Hannon, Aya Élise Kouadio, Hermann Akpé, Fabrice Tanoh, Anqi Hu, Zhenghan Qi, Kaja Jasińska
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引用次数: 2

Abstract

Statistical learning is a learning mechanism that does not directly depend on knowledge of a language but predicts language and literacy outcomes for children and adults. Research linking statistical learning and literacy has not addressed a common educational context in primary schools worldwide: children who first learn to read in their second language (L2). Several studies have linked statistical learning with childhood literacy in Australia, China, Europe, and the United States, and we preregistered an adaptation for Côte d'Ivoire, where students are educated in French and speak a local language at home. We recruited 117 sixth-graders from primary schools in several villages and tested for correlations greater than .30 between statistical learning and literacy with 80–90% power. We found no evidence for these correlations between statistical learning and literacy, but visual statistical learning was correlated with L2 phonological awareness, a crucial emergent-literacy skill. This finding underscores the need to include L2 acquisition contexts in literacy research.

在第二语言教育中,非语言分段预测识字率吗?科特迪瓦小学的统计学习
统计学习是一种不直接依赖语言知识的学习机制,但却能预测儿童和成人的语言和读写成果。将统计学习与识字联系起来的研究尚未涉及全球小学的一个共同教育背景:首先学习用第二语言(L2)阅读的儿童。在澳大利亚、中国、欧洲和美国,已有多项研究将统计学习与儿童读写能力联系起来,而在科特迪瓦,学生接受法语教育,在家讲当地语言,因此我们对其进行了改编。我们从几个村庄的小学中招募了 117 名六年级学生,并测试了统计学习与读写能力之间大于 0.30 的相关性,测试结果的可信度为 80-90%。我们没有发现统计学习与识字之间存在这些相关性的证据,但视觉统计学习与 L2 语音意识(一种重要的萌芽识字技能)存在相关性。这一发现强调了在识字研究中纳入第二语言习得情境的必要性。
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来源期刊
Language Learning
Language Learning Multiple-
CiteScore
9.10
自引率
15.90%
发文量
65
期刊介绍: Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes one or two annual supplements, alternating among a volume from the Language Learning Cognitive Neuroscience Series, the Currents in Language Learning Series or the Language Learning Special Issue Series.
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