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L1 and L2 proficiency in Hebrew English adolescent learners

image of L1 and L2 proficiency in Hebrew English adolescent learners

The chapter examines knowledge of Hebrew and English vocabulary and constructions in native Hebrew-speaking students defined as “poor readers” in English as L2. Participants were two groups of 7th graders – 14 good readers and 11 poor readers respectively, and two groups of 9th graders – 14 good readers and 15 poor readers respectively. They were administered two sets of tests in English as L2 and Hebrew as L1. Performance on all Hebrew tasks was heavily affected by English L2 reading group, explicitly linking poor readers in English to lower scores on all Hebrew tasks. Grade level was significant only where actual learning was taking place across early adolescence, as in the case of derived abstract nominal and passive voice construction. The chapter provides evidence for the role native-language proficiency plays in L2 proficiency.

  • Affiliations: 1: Tel-Aviv University

References

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References

  1. Ameel, E. , Malt, B.C. , & Storms, G
    2008 Object naming and later lexical development: From baby bottle to beer bottle. Journal of Memory and Language 58: 262–285. doi: 10.1016/j.jml.2007.01.006
     https://doi.org/10.1016/j.jml.2007.01.006 [Google Scholar]
  2. Berman, R.A
    1980 The case of an (S)VO language: Subjectless constructions in Modern Hebrew. Language 56: 759–776. doi: 10.2307/413487
     https://doi.org/10.2307/413487 [Google Scholar]
  3. 1990 Acquiring an (S)VO language: Subjectless sentences in children’s Hebrew. Linguistics 28: 1135–1166. doi: 10.1515/ling.1990.28.6.1135
     https://doi.org/10.1515/ling.1990.28.6.1135 [Google Scholar]
  4. Berman, R.A. & Ravid, D
    2008 Becoming a literate language user: Oral and written text construction across adolescence. In Cambridge Handbook of Literacy , D.R. Olson & N. Torrance (eds), 92–111. Cambridge: CUP.
     [Google Scholar]
  5. Brown, J.D
    1983 A closer look at the cloze: Validity and reliability. In Issues in Language Testing Research , J.W. Oller Jr . (ed.), 237–250. Rowley MA: Newbury House.
     [Google Scholar]
  6. Chenoweth, N.A. & Hayes, J.R
    2001 Fluency in writing: Generating text in L1 and L2. Written Communication 18: 80–98 doi: 10.1177/0741088301018001004
     https://doi.org/10.1177/0741088301018001004 [Google Scholar]
  7. Cummins, J
    1979 Linguistic interdependence and educational development of bilingual children. Review of Educational Research 49: 222–251. doi: 10.3102/00346543049002222
     https://doi.org/10.3102/00346543049002222 [Google Scholar]
  8. 1984 Implications of bilingual proficiency for the education of minority language students. In Language Issues and Education Policies: Exploring Canada’s Multilingual Resources , P. Allen , M. Swain & C. Brumfit (eds). Oxford: Pergamon.
     [Google Scholar]
  9. Dörnyei, Z
    2005  The Psychology of the Language Learner: Individual Differences in Second Language Acquisition . Mahwah NJ: Lawrence Erlbaum Associates.
     [Google Scholar]
  10. Durgunoğlu, A
    2002 Cross-linguistic transfer in literacy development and implications for language learners. Annals of Dyslexia 52: 189–204. doi: 10.1007/s11881‑002‑0012‑y
     https://doi.org/10.1007/s11881-002-0012-y [Google Scholar]
  11. Faulkner, H. & Levy, B.A
    1999 Fluent and nonfluent forms of transfer in reading: Words and their message. Psychonomic Bulletin and Review 6: 111–116. doi: 10.3758/BF03210817
     https://doi.org/10.3758/BF03210817 [Google Scholar]
  12. Garlock, V.M. , Walley, A.C. & Metsala, J.L
    2001 Age-of-acquisition, word frequency, and neighborhood density effects on spoken word recognition by children and adults. Journal of Memory and Language 45: 468–492. doi: 10.1006/jmla.2000.2784
     https://doi.org/10.1006/jmla.2000.2784 [Google Scholar]
  13. Geva, E. & Verhoeven, L
    2000 Introduction: The development of second language reading in primary children: Research issues and trends. Scientific Studies of Reading 4: 261–266. doi: 10.1207/S1532799XSSR0404_1
     https://doi.org/10.1207/S1532799XSSR0404_1 [Google Scholar]
  14. Geva, E. , Wade-Wolley, L. & Shany M
    1997 Development of efficient reading in first and second language. Scientific Studies of Reading 1: 119–144. doi: 10.1207/s1532799xssr0102_2
     https://doi.org/10.1207/s1532799xssr0102_2 [Google Scholar]
  15. Gruenenfelder, T.M. & Pisoni, D.B
    2009 The lexical restructuring hypothesis and graph theoretic analyses of networks based on random lexicons. Journal of Speech, Language, and Hearing Research 52: 596–609. doi: 10.1044/1092‑4388(2009/08‑0004)
     https://doi.org/10.1044/1092-4388(2009/08-0004) [Google Scholar]
  16. Jarvis, S
    2000 Methodological rigor in the study of transfer: Identifying L1 influence in the interlanguage lexicon. Language Learning 50: 245–309. doi: 10.1111/0023‑8333.00118
     https://doi.org/10.1111/0023-8333.00118 [Google Scholar]
  17. Kahn-Horwitz, J. , Shimron, J. & Sparks, R
    2005 Predicting foreign language reading achievement in elementary school students. Reading and Writing 18: 527–558. doi: 10.1007/s11145‑005‑3179‑x
     https://doi.org/10.1007/s11145-005-3179-x [Google Scholar]
  18. 2006 Weak and strong novice readers of English as a foreign language: Effects of first language and socioeconomic status. Annals of Dyslexia 56: 161–185. doi: 10.1007/s11881‑006‑0007‑1
     https://doi.org/10.1007/s11881-006-0007-1 [Google Scholar]
  19. Kintsch, W
    1988 The role of knowledge in discourse comprehension construction-integration model. Psychological Review 95: 163–182. doi: 10.1037/0033‑295X.95.2.163
     https://doi.org/10.1037/0033-295X.95.2.163 [Google Scholar]
  20. Koda, K
    2007 Reading and language learning: Crosslinguistic constrains on second language reading development. Language Learning 57: 1–44. doi: 10.1111/0023‑8333.101997010‑i1
     https://doi.org/10.1111/0023-8333.101997010-i1 [Google Scholar]
  21. Kormos, J. & Sáfár A
    2008 Phonological short-term memory and foreign language performance in intensive language learning. Language and Cognition 11: 261–271.
     [Google Scholar]
  22. Metsala, J.L. & Walley, A.C
    1998 Spoken vocabulary growth and the segmental restructuring of lexical representations: Precursors to phonemic awareness and early reading ability. In Word Recognition in Beginning Literacy , J.L. Metsala & L.C. Ehri (eds), 89–120. Mahwah NJ: Lawrence Erlbaum Associates.
     [Google Scholar]
  23. Meschyan G. & Hernandez, A
    2002 Is native-language decoding skill related to second language learning? Journal of Educational Psychology 94: 14–22. doi: 10.1037/0022‑0663.94.1.14
     https://doi.org/10.1037/0022-0663.94.1.14 [Google Scholar]
  24. Palladino, P. & Ferrari, M
    2008 Phonological sensitivity and memory in children with a foreign language learning difficulty. Memory 16 : 604–625. doi: 10.1080/09658210802083072
     https://doi.org/10.1080/09658210802083072 [Google Scholar]
  25. Paleologos, T.M. & Brabham, E.G
    2011 The effectiveness of DIBELS oral reading fluency for predicting reading comprehension of high- and low-income students. Reading Psychology 32: 54–74 doi: 10.1080/02702710903341262
     https://doi.org/10.1080/02702710903341262 [Google Scholar]
  26. Perfetti, C.A
    2007 Reading ability: Lexical quality to comprehension. Scientific Studies of Reading 11: 357–383. doi: 10.1080/10888430701530730
     https://doi.org/10.1080/10888430701530730 [Google Scholar]
  27. Perfetti, C.A. & Hart, L
    2001 The lexical quality hypothesis. In Precursors of Functional Literacy [Studies in Written Language and Literacy 11], L. Verhoeven , C. Elbro & P. Reitsma (eds), 189–214. Amsterdam: John Benjamins.
     [Google Scholar]
  28. Perfetti, C.A. , Landi, N. & Oakhill, J
    2005 The acquisition of reading comprehension skill. In The Science of Reading : A Handbook , M.J. Snowling & C. Hulme (eds), 227–247. Oxford: Blackwell. doi: 10.1002/9780470757642.ch13
     https://doi.org/10.1002/9780470757642.ch13 [Google Scholar]
  29. Prior, A
    . 2012. Reading in more than one language: Behavior and brain perspectives. In Listening to Many Voices: Reading, Writing, Mathematics and the Brain , Molfese, D. , Breznitz, Z. , Berninger, V. & O. Rubinsten (eds), 131–156. Dordvecht: Springer.
     [Google Scholar]
  30. Proctor, C. , August, D. , Carlo, M. & Snow, C
    2006 The intriguing role of Spanish language vocabulary in predicting English reading comprehension. Journal of Educational Psychology 98: 159–169. doi: 10.1037/0022‑0663.98.1.159
     https://doi.org/10.1037/0022-0663.98.1.159 [Google Scholar]
  31. Ravid, D
    2004 Later lexical development in Hebrew: Derivational morphology revisited. In Language Development across Childhood and Adolescence: Psycholinguistic and Crosslinguistic Perspectives [Trends in Language Acquisition Research 3], R.A. Berman (ed.), 53–82. Amsterdam: John Benjamins. doi: 10.1075/tilar.3.07rav
     https://doi.org/10.1075/tilar.3.07rav [Google Scholar]
  32. 2006 Semantic development in textual contexts during the school years: Noun Scale analyses. Journal of Child Language 33: 791–821. doi: 10.1017/S0305000906007586
     https://doi.org/10.1017/S0305000906007586 [Google Scholar]
  33. Ravid, D. & Avidor, A
    1998 Acquisition of derived nominals in Hebrew: Developmental and linguistic principles. Journal of Child Language 25: 229–266. doi: 10.1017/S0305000998003419
     https://doi.org/10.1017/S0305000998003419 [Google Scholar]
  34. Ravid, D. & Berman, R.A
    2010 Developing noun phrase complexity at school-age: A text-embedded cross-linguistic analysis. First Language 30: 3–26. doi: 10.1177/0142723709350531
     https://doi.org/10.1177/0142723709350531 [Google Scholar]
  35. Ravid, D. & Apel Mashraki, Y
    2007 Prosodic reading, reading comprehension and language skills in Hebrew-speaking 4th graders. Journal of Research in Reading 30: 140–156. doi: 10.1111/j.1467‑9817.2007.00340.x
     https://doi.org/10.1111/j.1467-9817.2007.00340.x [Google Scholar]
  36. Rubin, J
    1987 Learner strategies: Theoretical assumptions, research history, and typology. In Learner Strategies in Language Learning , A. Wenden & J. Rubin (eds), 15–30. Englewood Cliffs NJ: Prentice Hall.
     [Google Scholar]
  37. Schiff, R. , Ravid, D. & Levy-Shimon, S
    2011 Children’s command of plural and possessive marking on Hebrew nouns: A comparison of obligatory vs. optional inflections. Journal of Child Language 38: 433–454. doi: 10.1017/S0305000909990547
     https://doi.org/10.1017/S0305000909990547 [Google Scholar]
  38. Seroussi, B
    2004 Hebrew derived nouns in context: A developmental perspective. Folia Phoniatrica et Logopedia 56: 273–290. doi: 10.1159/000080065
     https://doi.org/10.1159/000080065 [Google Scholar]
  39. Samuels, S.J
    2002 Reading fluency: Its development and assessment. In What Research has to say about Reading Instruction , 3rd edn, A.E. Farstrup & S.J. Samuels (eds), 166–183. Newark DE: International Reading Association.
     [Google Scholar]
  40. Share, D.L
    2004 Orthographic learning at a glance: On the time course and developmental onset of self-teaching. Journal of Experimental Child Psychology 87: 267–298. doi: 10.1016/j.jecp.2004.01.001
     https://doi.org/10.1016/j.jecp.2004.01.001 [Google Scholar]
  41. Sparks, R. & Ganschow, L
    1993 The impact of native language learning problems on foreign language learning: Case study illustrations of the Linguistic Coding Deficit Hypothesis. The Modern Language Journal 77: 58–74.
     [Google Scholar]
  42. Sparks, R.L. , Artzer, M. , Miller, K. , Hordubay, D.J. & Walsh, G
    1998 Benefits of multisensory language instruction for at-risk foreign language learners: A comparison study of high school Spanish students. Annals of Dyslexia 48: 239–270. doi: 10.1007/s11881‑998‑0011‑8
     https://doi.org/10.1007/s11881-998-0011-8 [Google Scholar]
  43. Sparks, R. , Patton, J. , Ganschow, L. & Humbach, N
    2009 Long-term crosslinguistic transfer of skills from L1 to L2. Language Learning 59: 203–243. doi: 10.1111/j.1467‑9922.2009.00504.x
     https://doi.org/10.1111/j.1467-9922.2009.00504.x [Google Scholar]
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