Word and Child Characteristics in Vocabulary Learning of Native English Speakers and Bilingual Learners

Autor/inn/en	Zhang, Jie; Lo, Meng-Ting; Lin, Tzu-Jung
Titel	Word and Child Characteristics in Vocabulary Learning of Native English Speakers and Bilingual Learners
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 36 (2023) 1, S.147-173 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Jie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-022-10293-3
Schlagwörter	Vocabulary Development; Grade 4; Grade 5; Elementary School Students; Language Proficiency; Morphology (Languages); Semantics; Bilingualism; Definitions; Teaching Methods; Comparative Analysis; Morphemes; Short Term Memory; Verbal Ability; Reading Fluency; Prediction; Native Speakers; English; English Language Learners; Learning Processes; Second Language Learning; English (Second Language) + Suchen Sie Ihr Suchwort? Wortschatzarbeit; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Language skill; Language skills; Sprachkompetenz; Morphology; Morphologie; Semantik; Bilingualismus; Begriffsbestimmung; Teaching method; Lehrmethode; Unterrichtsmethode; Morphem; Kurzzeitgedächtnis; Mündliche Leistung; Vorhersage; Muttersprachler; English language; Englisch; Learning process; Lernprozess; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	This study investigated how word and child characteristics affect children's ability to learn the meanings of novel words. Participants were fourth- and fifth-graders representing native English speakers (NE) and bilingual learners with fluent English proficiency (FEP) and designated English Learners (EL). Students were taught the meanings of a series of novel words that were either morphologically related or unrelated. Results showed that compared to the EL group, the NE and FEP groups were better able to learn the meanings of morphologically related words than morphologically unrelated words. The effect of morphological relatedness on semantic learning was stronger for the target words with familiar suffixes than with novel suffixes. Students learned the meanings of derivatives with familiar suffixes faster than the derivatives with novel suffixes. Verbal working memory and word reading fluency significantly predicted word learning performance. Implications for vocabulary instruction for learners with varying English proficiency are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01