Morphological instruction and reading development in young L2 readers: A scoping review of causal relationships

IF 3.7 1区文学 Q1 LINGUISTICS

Studies in Second Language Learning and Teaching Pub Date : 2021-09-13 DOI:10.14746/ssllt.2021.11.3.2

S. Ke, Dongbo Zhang

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引用次数: 3

Abstract

This scoping review explores the causal relationship between morphological instruction and reading development in young L2 learners by synthesizing 12 primary studies published between 2004 and 2019 (N = 1,535). These studies focused on reading English as the target language and involved participants between kindergarten and Grade 12 from four countries (China, Egypt, Singapore, and the USA). Findings suggested that (a) morphological instruction led to consistent and positive gains in L2 children’s morphological awareness and vocabulary knowledge, and the effect sizes (Cohen’s ds) ranged from small to large; and (b) the relationship between morphological instruction and other outcomes such as phonological awareness, word reading accuracy, word reading fluency, spelling, and reading comprehension was inconclusive. Notably, transfer effects of L2 English morphological instruction on novel word learning in English or on reading development in an additional language were only examined and observed in four primary studies. Discussion was provided regarding future instructional and research design.

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年轻二语读者的词形教学与阅读发展:因果关系的范围审查

本综述通过综合2004年至2019年发表的12项主要研究(N = 1535)，探讨了年轻二语学习者的词形教学与阅读发展之间的因果关系。这些研究的重点是阅读英语作为目标语言，参与者从幼儿园到12年级，来自四个国家(中国、埃及、新加坡和美国)。结果表明:(a)形态教学对二语儿童形态意识和词汇知识的提高具有一致性和正向的影响，且效应量(Cohen’s ds)从小到大不等;(b)形态学指导与语音意识、单词阅读准确性、单词阅读流畅性、拼写和阅读理解等其他结果之间的关系尚无定论。值得注意的是，二语英语形态教学对英语新单词学习或外语阅读发展的迁移效应仅在四项初步研究中得到检验和观察。并对今后的教学与研究设计进行了讨论。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Studies in Second Language Learning and Teaching LINGUISTICS-

CiteScore

5.30

自引率

2.90%

发文量

审稿时长

12 weeks

期刊介绍： Studies in Second Language Learning and Teaching (ISSN 2083-5205) is a refereed journal published four times a year by the Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz, Poland. The language of publication is English. The journal is devoted to reporting previously unpublished highest quality theoretical and empirical research on learning and teaching second and foreign languages. It deals with the learning and teaching of any language, not only English, and focuses on a variety of topics ranging from the processes underlying second language acquisition, various aspects of language learning in instructed and non-instructed settings, as well as different facets of the teaching process, including syllabus choice, materials design, classroom practices and evaluation. Each issue carries about 6 papers, 6000-8000 words in length, as well as reply articles and reviews. At least one of the four issues per year is a special focus issue devoted to a particular area of second language learning and teaching, sometimes with a guest editor who is an expert on a specific topic.