Differential contribution of psycholinguistic and cognitive skills to written composition in Chinese as a second language

Differential contribution of psycholinguistic and cognitive skills to written composition in... Read Writ https://doi.org/10.1007/s11145-018-9873-2 Differential contribution of psycholinguistic and cognitive skills to written composition in Chinese as a second language 1 2 2 Che Kan Leong Mark Shiu Kee Shum Chung Pui Tai · · · 2 3 Wing Wah Ki Dongbo Zhang © Springer Science+Business Media B.V., part of Springer Nature 2018 Abstract This study examined the contribution of the constructs of orthographic processing (orthographic choice and orthographic choice in context), syntactic processing (grammaticality and sentence integrity), and verbal working memory (two reading span indicators) to written Chinese composition (narration, explana- tion, and argumentation) in 129 15-year-old L2 learners. A matrix task was also administered as a control task to tap cognitive flexibility. Structural equation modeling (SEM) analysis with written composition as a latent variable revealed orthographic processing and working memory as two significant, independent contributors, whereas the unique contribution of syntactic processing was not sig- nificant. Subsequent SEM analysis with narration, explanation, and argumentation as separate endogenous variables found varied patterns of the contribution of each latent predictor to written composition in different genres. These patterns are dis- cussed in light of the importance of attention to learners’ developmental stage and & Che Kan Leong chekan.leong@usask.ca Mark Shiu http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

Differential contribution of psycholinguistic and cognitive skills to written composition in Chinese as a second language

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Publisher
Springer Netherlands
Copyright
Copyright © 2018 by Springer Science+Business Media B.V., part of Springer Nature
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1007/s11145-018-9873-2
Publisher site
See Article on Publisher Site

Abstract

Read Writ https://doi.org/10.1007/s11145-018-9873-2 Differential contribution of psycholinguistic and cognitive skills to written composition in Chinese as a second language 1 2 2 Che Kan Leong Mark Shiu Kee Shum Chung Pui Tai · · · 2 3 Wing Wah Ki Dongbo Zhang © Springer Science+Business Media B.V., part of Springer Nature 2018 Abstract This study examined the contribution of the constructs of orthographic processing (orthographic choice and orthographic choice in context), syntactic processing (grammaticality and sentence integrity), and verbal working memory (two reading span indicators) to written Chinese composition (narration, explana- tion, and argumentation) in 129 15-year-old L2 learners. A matrix task was also administered as a control task to tap cognitive flexibility. Structural equation modeling (SEM) analysis with written composition as a latent variable revealed orthographic processing and working memory as two significant, independent contributors, whereas the unique contribution of syntactic processing was not sig- nificant. Subsequent SEM analysis with narration, explanation, and argumentation as separate endogenous variables found varied patterns of the contribution of each latent predictor to written composition in different genres. These patterns are dis- cussed in light of the importance of attention to learners’ developmental stage and & Che Kan Leong chekan.leong@usask.ca Mark Shiu

Journal

Reading and WritingSpringer Journals

Published: Jun 4, 2018

References

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