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The relationship between language pr...

Lee, Teresa Jeong-ah.

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The relationship between language proficiency and metalinguistic ability among Korean-English bilingual children.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The relationship between language proficiency and metalinguistic ability among Korean-English bilingual children./
作者:	Lee, Teresa Jeong-ah.
面頁冊數:	203 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-11, Section: A, page: 4076.
Contained By:	Dissertation Abstracts International65-11A.
標題:	Education, Bilingual and Multicultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3152814
ISBN:	9780496132768

The relationship between language proficiency and metalinguistic ability among Korean-English bilingual children.
Lee, Teresa Jeong-ah.

The relationship between language proficiency and metalinguistic ability among Korean-English bilingual children. - 203 p.

Source: Dissertation Abstracts International, Volume: 65-11, Section: A, page: 4076.

Thesis (Ph.D.)--Indiana University, 2004.

Research on the effects of bilingualism on cognition has generated many theoretical debates and implications for bilingual education. In particular, the Threshold Hypothesis (Cummins, 1976, 1978, 1981, 1984, 1987), that postulates language proficiency plays a key role in cognitive development, has greatly affected bilingual policies and teaching practices. The purpose of this study is two fold: testing of the Threshold Hypothesis and examining the relationship between bilingual proficiency and acquisition of metalinguistic ability.

ISBN: 9780496132768Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

The relationship between language proficiency and metalinguistic ability among Korean-English bilingual children.
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245 1 4 $a The relationship between language proficiency and metalinguistic ability among Korean-English bilingual children.
300 $a 203 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-11, Section: A, page: 4076.
500 $a Chair: Larry Mikulecky.
502 $a Thesis (Ph.D.)--Indiana University, 2004.
520 $a Research on the effects of bilingualism on cognition has generated many theoretical debates and implications for bilingual education. In particular, the Threshold Hypothesis (Cummins, 1976, 1978, 1981, 1984, 1987), that postulates language proficiency plays a key role in cognitive development, has greatly affected bilingual policies and teaching practices. The purpose of this study is two fold: testing of the Threshold Hypothesis and examining the relationship between bilingual proficiency and acquisition of metalinguistic ability.
520 $a The data were gathered from 121 fifth grade Korean-English speaking bilingual children who are socio-economically and socio-culturally homogenous. Their proficiency in both languages was measured by oral interviews and reading comprehension tests. According to the scores on oral production and the reading comprehension tests, bilingual proficiency types were determined as balanced bilinguals, Korean-dominant speakers, and English-dominant speakers using the Discriminant Function Analysis. Metalinguistic ability was tested by a grammaticality judgment task. The relationship between types of bilingual proficiency and metalinguistic component was examined via the Split Plot Factorial design (SPF-3. 24) (Kirk, 1995).
520 $a The results of this study indicated that the analysis metalinguistic component was acquired independent of proficiency of learners and influenced by the language of instruction. The cognitive control component was acquired only when the bilingual learner's dominant language matches the language of instruction. Also, the results of the study have indicated that the degree of exposure to a language might influence the acquisition of the cognitive control metalinguistic component. This research yielded implications for the Threshold Hypothesis in that bilingual development may occur along with many other factors including the language of instruction and the degree of exposure to language learning. The data in this study indicated that instruction in a second language was not effective in acquiring metalinguistic ability for the learners whose proficiency was below the threshold in the language of instruction; however, when a second language should be introduced to the speakers of the non-instructional language is open to further research.
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