Dongbo Zhang

Linguistic distance effect on cross-linguistic transfer of morphological awareness

This study examined transfer facilitation effect of first language morphological awareness on second language lexical inference ability among Grade 6 Chinese-speaking English as a foreign language learners in China. A set of paper and pencil tests was administered to measure childrens morphological awareness and lexical inference ability in both Chinese and English. Results showed that the contribution of Chinese morphological awareness to English morphological awareness was larger for compound words than for derived words. In addition, the indirect effect of Chinese compound awareness on English compound word meaning inference was significant, but that of Chinese derivational awareness on English derived word meaning inference did not achieve significance. These findings confirmed that cross-linguistic transfer of Chinese morphological awareness was responsive to the linguistic distance between Chinese and English.

Awareness of derivation and compounding in Chinese–English biliteracy acquisition

This study examines the intra- and inter-lingual relationships between first and second language morphological awareness and reading comprehension among grade 6 Chinese learners of English as a foreign language in China. Morphological awareness measures covered compounding as well as derivation. Hierarchical regression analyses revealed that within both Chinese and English, compound and derivational awareness independently and significantly predicted reading comprehension. Cross-linguistically, Chinese compound awareness explained a unique proportion of variance in English reading comprehension, over and above English vocabulary knowledge, English compound awareness, and other related variables. Such a cross-linguistic effect, however, was not found of English compound awareness on Chinese reading comprehension. Derivational awareness in one language did not show a significant cross-linguistic relationship with reading comprehension in the other language, when other variables were considered. These results are discussed in light of the importance of morphological awareness to reading comprehension, cross-linguistic transfer of morphological awareness and a possible linguistic distance effect on such transfer, and the context of Chinese–English biliteracy acquisition.

Morphological awareness in biliteracy acquisition: A study of young Chinese EFL readers

This study examined contribution of morphological awareness to reading comprehension in two typologically diverse languages, focusing on young Chinese EFL (English as a Foreign Language) readers in China. It was particularly interested in how cross-linguistic similarities and variations in morphological awareness affected its transfer in Chinese–English biliteracy acquisition. Grades 5 and 6 children were measured in compound awareness and reading comprehension in English, and compound awareness, radical awareness, and reading comprehension in Chinese. Hierarchical regression analyses revealed that compound awareness contributed to reading comprehension within both Chinese and English. In addition, over and above English compound awareness and Chinese reading comprehension, Chinese compound awareness, but not radical awareness, explained a unique amount of variance in English reading comprehension. After Chinese compound awareness was controlled for, English compound awareness, however, did not make a significant contribution to Chinese reading comprehension. These findings were discussed in light of the common and language/script-dependent aspects of morphological awareness in Chinese and English and the context of biliteracy acquisition.

L1-Induced Facilitation in Biliteracy Development in Chinese and English

In an attempt to clarify the multi-layered complexities inherent in biliteracy development, this chapter addresses two overarching questions: How are previously acquired sub-skills assimilated in learning to read in later acquired, or additional, literacy; and how assimilated skills enhance reading sub-skills development in later acquired literacy? By comparing the requisite facets of phonological and morphological awareness for reading acquisition in Chinese and English, we made specific predictions regarding cross-linguistic contributions of previously acquired metalinguistic awareness to reading sub-skills development in later acquired literacy. We report two empirical studies conducted to test those predictions. The first study focused on the intra- and inter-lingual relationships in oral vocabulary knowledge, phonological awareness, and decoding skills in Chinese heritage language learners in the US. The second study examined cross-linguistic relationships in morphological awareness and lexical inference in Chinese children learning English as a Foreign Language in China. Findings from the studies are discussed in light of systematic variations in L1-induced facilitation that are attributable to task demands, linguistic distance between two languages, and L2 grapheme-language mapping experience.

Morphology in Malay–English biliteracy acquisition: an intervention study

This intervention study examined the effect of English morphological instruction on the development of English as well as Malay morphological awareness and word reading abilities among Malay–English bilingual fourth graders in Singapore, where English is the medium of instruction. The intervention group experienced semester-long instruction in English derivation; the control group was taught with their regular English curriculum. Both groups were tested with derivational awareness and derived word decoding tasks in English and Malay at the end of Grade 3 prior to the intervention (pre-test) and at the end of the first semester of Grade 4 right after the intervention (post-test). There was no significant difference between the two groups on all tasks at pre-testing. Significant intervention effects were found on the development of English abilities in that the intervention groups performance gain was significantly greater than that of the control group on all English tasks except the derived decoding fluency task. More important, such intervention effects were also evident with some Malay tasks. These findings provide empirical evidence that supports the benefits of morphological instruction to bilingual childrens reading development and a possibly causal effect of cross-linguistic transfer of morphological awareness from English to Malay.

Cross-lagged panel analysis of reciprocal effects of morphological processing and reading in Chinese in a multilingual context: Morphology and Chinese Reading

The study reported in this paper was part of a large project that examined Singaporean children’s biliteracy development. The project was supported by a grant from the Office of Education Research of National Institute of Education, Nanyang Technological University (grant number: OER 24/10 ZDB). No views expressed in this paper represent those of the funding agency or any author’s affiliated organization.

Chinese Language Teachers’ Perceptions of Technology and Instructional Use of Technology: A Path Analysis:

This study examined internal and external factors affecting pedagogical use of technology among 47 K–12 Chinese language teachers in the United States. Path analysis of the survey data was used to examine the relationships between the teachers’ instructional use of technology, on the one hand, and on the other, their perceptions of three internal factors (i.e., technology’s usefulness, its ease of use, and subjective norms) and one external factor (i.e., facilitating conditions). The results showed that these teachers’ pedagogical use of technology could be predicted by two of the three internal factors (i.e., perceived usefulness and subjective norms) and by the external factor. Additionally, the external factor was found to have a significant influence on both perceived ease of use and subjective norms.

Pedagogical beliefs and attitudes toward information and communication technology: a survey of teachers of English as a foreign language in China

ABSTRACT Though pedagogical beliefs have been identified as critical factors in the success of technology integration, very few studies have included them in technology-adoption models. The present study revises the Technology Acceptance Model (TAM) by adding teachers’ pedagogical beliefs, and tests the revised model among university-level English-as-a-foreign- language (EFL) teachers in China. Specifically, the revised model examines how teachers’ constructivist and/or transmissive pedagogical beliefs influence four key constructs of the TAM: perceived usefulness, perceived ease of use, attitude toward use, and intention to use. Survey data were collected from 202 Chinese EFL teachers and analyzed using path analysis. The revised model showed a good model fit. The results indicated that the sampled teachers’ pedagogical beliefs were more constructivist-oriented than transmissive-oriented, and that the former type of beliefs had a significant positive influence on three of the above-mentioned TAM constructs (perceived usefulness, perceived ease of use, and attitude toward use). Teachers’ transmissive pedagogical beliefs, on the other hand, did not have any significant impact on their attitudes toward information and communication technology (ICT) or their perceptions of its usefulness, though such beliefs did significantly affect their perceptions of how easy ICT was to use. Implications of these findings for teacher education and professional training are discussed.

Developing a Word Associates Test to Assess L2 Chinese Learners’ Vocabulary Depth

This chapter reports on our development and initial validation of a Word Associates Test (WAT) for assessing the depth of vocabulary knowledge of Chinese as Second/Foreign Language learners. The validation study revealed the Chinese WAT (WAT-C) to be a reliable and valid test. Specifically, the WAT-C’s medium-sized correlations with a vocabulary size measure and its unique predictive effect on reading comprehension suggested that the test, as intended, assessed a distinct aspect of vocabulary knowledge (i.e., depth). Learners’ performance on the WAT-C was significantly better when they were informed on the number of associates (informed condition) than when they were not (uninformed condition). The scores of the WAT-C produced by three different scoring methods consistently predicted reading comprehension significantly in the informed condition as opposed to the uninformed condition. Taken together, these findings suggest that the informed condition may be preferred for administering the WAT-C. Finally, in both conditions, the All-or-Nothing scoring method, which awards a point only if all associates but no distractors are selected, consistently predicted reading comprehension significantly and uniquely, and it also tended to explain more variance in reading comprehension than the One-Point method (i.e., one point awarded for each associate without considering distractor selection) and the Correct-Wrong (i.e., one point awarded for selecting an associate as well as non-selection of a distractor). With consideration of both the strength of predictive validity and the complexity of scoring, the All-or-Nothing method was evaluated to be the best for scoring the WAT-C. Some remaining issues for the future and the implications of the reported work for instruction and classroom assessment of Chinese L2 learners are discussed.

Pinyin or no pinyin: does access to word pronunciation matter in the assessment of Chinese learners’ vocabulary knowledge?

ABSTRACT This study examined the impact of providing access to word pronunciation on the assessment of L2 Chinese learners’ vocabulary knowledge. Chinese heritage learners (HLs) and foreign language learners (FLs) studying in American universities undertook a computer-based test in which they had first to select a picture that represented the meaning of a target word presented in characters only, and then answer the same item presented in both characters and pinyin (i.e. the alphabetic system to facilitate the pronunciation of characters). The provision of pinyin substantially increased the test reliability for both groups of learners but the differences between the no-pinyin and pinyin conditions were less marked for FLs than HLs. In the no-pinyin condition, the groups showed no significant score difference, whereas in the pinyin condition, HLs significantly outperformed FLs. The proportion of HLs who successfully corrected their original choices following provision of pinyin was also notably higher. These findings suggest that provision of pinyin impacted the two groups differentially. Implications for vocabulary knowledge assessment for different types of Chinese learners are discussed.