Development of Phonological Awareness in Bilingual Chinese Children

Autor/inn/en	Chen, Xi; Ku, Yu-Min; Koyama, Emiko; Anderson, Richard C.; Li, Wenling
Titel	Development of Phonological Awareness in Bilingual Chinese Children
Quelle	In: Journal of Psycholinguistic Research, 37 (2008) 6, S.405-418 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0090-6905
DOI	10.1007/s10936-008-9085-z
Schlagwörter	Phonology; Phonological Awareness; Rhyme; Factor Analysis; Foreign Countries; Mandarin Chinese; Sino Tibetan Languages; Tone Languages; Comparative Analysis; Bilingualism; China + Suchen Sie Ihr Suchwort? Fonologie; Reim; Faktorenanalyse; Ausland; Tonsprache; Bilingualismus
Abstract	This study investigated the phonological awareness of 219 first, second, and fourth grade Cantonese-speaking children from the south of China, who received immersion Mandarin instruction beginning in the first grade. Children received onset, rime and tone awareness tasks in Cantonese and Mandarin. Children performed better on the Cantonese onset awareness task in grade one, but the difference disappeared in higher grades. However, their performance on the rime and tone awareness tasks was better in Mandarin. These results reflect the phonological structure of the two languages: Mandarin has a more complex onset system, whereas Cantonese has more complex tone and rime systems. Moreover, children's phonological awareness increased faster in Mandarin, which likely resulted from Mandarin instruction. Confirmatory factor analysis suggested that onset-rime awareness is a universal construct, whereas tone awareness is a language-specific construct. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10