Benjamin D. Zinszer, Joelle Hannon, Aya Élise Kouadio, Hermann Akpé, Fabrice Tanoh, Anqi Hu, Zhenghan Qi, Kaja Jasińska
{"title":"Does Nonlinguistic Segmentation Predict Literacy in Second Language Education? Statistical Learning in Ivorian Primary Schools","authors":"Benjamin D. Zinszer, Joelle Hannon, Aya Élise Kouadio, Hermann Akpé, Fabrice Tanoh, Anqi Hu, Zhenghan Qi, Kaja Jasińska","doi":"10.1111/lang.12603","DOIUrl":null,"url":null,"abstract":"<p>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.</p>","PeriodicalId":51371,"journal":{"name":"Language Learning","volume":"73 4","pages":"1039-1086"},"PeriodicalIF":3.5000,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Language Learning","FirstCategoryId":"98","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/lang.12603","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.
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.