Cross-linguistic variations in L2 morphological awareness

By Keiko Koda. Applied Psycholinguistics, 2000

177 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/056176d48648674179970f27b357b1295420de65

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. Xi Chen
2. E. Geva
3. C. McBride-Chang
4. Min Wang
5. Gloria Ramirez
6. Y. Luo
7. X. Tong
8. T. Odlin

In Developmental and Educational Psychology

1. Xi Chen
2. C. McBride-Chang
3. X. Tong
4. E. Geva
5. Min Wang
6. Y. Luo
7. Gloria Ramirez
8. Lynn Erler

Citations in the corpus

• Raising the Achievement of Young-beginner Readers of French through Strategy Instruction (2008, background): “The same focus was adopted in L2 studies when researchers investigated different processing times and error rates across languages as well as whether different sound systems led to problems with word recognition (Feldman and Healy 1998; Koda 2000).”
• English word recognition and word integration skills of native Arabic- and Japanese-speaking learners of English as a second language (2003, background): “In fact, the research evidence suggests that L1 word-level processing skills appear to be a significant factor that interacts with and shapes the development of L2/ESL word-level processing skills (Akamatsu, 1999; Juffs, 1998a; Koda, 1998, 2000).”
• CROSSLINGUISTIC INFLUENCE AND CONCEPTUAL TRANSFER: WHAT ARE THE CONCEPTS? (2005, background): “…one of grammatical gender by Sabourin (2001), two of lexis by Ringbom (2001, 2004) as well as one by Cenoz (2001), one of morphological awareness (Koda, 2000), one of L1 orthographic influence on L2 (Wang, Koda, & Perfetti, 2003), and one of the grammatical marking of topic continuity by…”
• Chinese-English biscriptal reading: cognitive component skills across orthographies (2010, background): “... awareness, morphological awareness, and orthographic knowledge are important factors in word reading across alphabetic languages (e.g., Carlisle, 1995; Foorman, 1994; Wagner et al., 1997) and nonalphabetic languages (e.g., Ho & Bryant, 1997; McBride-Chang & Ho, 2000; McBride-Chang, Shu, Zhou, Wa”
• Morphological Awareness and Word Reading in English Language Learners: Evidence from Spanish- and Chinese-Speaking Children. (2011, background): “L1 characteristics have been consistently found to influence visual and auditory word identification in adult L2 learners (Akamatsu, 1999; Jackson, Lu, & Ju, 1994; Koda, 1999, 2000; Wang & Koda, 2007; Wang, Koda, & Perfetti, 2003).”
• Morphological Structure in Native and Nonnative Language Processing (2010, unknown): “In one of the experiments reported by Koda (2000), Chinese and Korean L2 learners of English were tested in a timed separability judgment task in which they had to decide whether a given word could be divided into smaller meaningful units.”
• Spelling acquisition of novel English phonemes in Chinese children (2003, background): “Recent research points to the importance of taking language and orthographic differences into account when studying L2 acquisition (e.g., Akamatsu, 1999; Geva & Siegel, 2000; Geva & Wade-Woolley, 1998; Haynes & Carr, 1990; Koda, 1994, 2000; Verhoeven, 1990).”
• Spelling performance of Chinese children using English as a second language: Lexical and visual–orthographic processes (2003, background): “…orthographic differences in L2 reading for learners with a nonalphabetic L1 background (e.g., Akamatsu, 1999; Brown & Haynes, 1985; Haynes & Carr, 1990; Holm & Dodd, 1996; Jackson, Chen, Goldsberry–Shaver, Kim, & Vanderwerff, 1999; Jackson, Lu, & Ju, 1994; Koda, 1999, 2000; Wade– Woolley, 1999).”