Speed in cognitive tasks as an indicator of second/foreign language reading and writing skills

Q2 Arts and Humanities

Eesti Rakenduslingvistika Uhingu Aastaraamat Pub Date : 2013-04-01 DOI:10.5128/ERYA9.13

Sanna Olkkonen

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引用次数: 5

Abstract

In a cross-sectional study 823 Finnish school children were tested to examine the relation between speed of performance in cognitive and linguistic tasks and second/foreign language reading and writing. Participants were Finnish-speakers with English as foreign language and Russian-speakers with Finnish as second language which made it possible to compare the results across these two language groups. The Finnish group was furthermore divided into three groups by age to see how speed develops with age and education. Groups were tested with a number of cognitive instruments that included measures of speed of performance. Overall, performance on the speed measures improved with age; often, the second language learners outperformed their foreign language peers of the same age. Regression analyses indicated that speed measures could predict from 20% to over 40% of performance in second/foreign language reading and writing tasks. Prediction was somewhat stronger for writing than reading. The best predictors were also somewhat different for the foreign and second language learners, as well as for the different age groups. DOI: http://dx.doi.org/10.5128/ERYa9.13

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认知任务的速度是第二语言/外语阅读和写作技能的一个指标

在一项横断面研究中，对823名芬兰学生进行了测试，以检查认知和语言任务的表现速度与第二语言/外语阅读和写作之间的关系。参与者是以英语为外语的讲芬兰语的人和以芬兰语为第二语言的讲俄语的人，这使得比较这两种语言组的结果成为可能。芬兰人被进一步按年龄分成三组，以观察速度是如何随着年龄和教育而发展的。研究人员用一系列认知工具对各组进行了测试，其中包括对表现速度的测量。总体而言，随着年龄的增长，速度测试的表现有所提高;通常，第二语言学习者比同龄的外语学习者表现得更好。回归分析表明，速度测量可以预测第二语言/外语阅读和写作任务中20%至40%以上的表现。对写作的预测强于对阅读的预测。对于外语学习者和第二语言学习者以及不同年龄段的人来说，最好的预测指标也有所不同。DOI: http://dx.doi.org/10.5128/ERYa9.13

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