Zhang Juan, McBride-Chang Catherine, Wagner Richard K, Chan Shingfong
University of Macau, The Chinese University of Hong Kong, Florida State University.
Biling (Camb Engl). 2014 Apr;17(2):347-363. doi: 10.1017/S1366728913000163.
Longitudinal predictors of writing composition in Chinese and English written by the same 153 Hong Kong nine-year-old children were tested, and their production errors within the English essays across ten categories, focusing on punctuation, spelling, and grammar, were compared to errors made by ninety American nine-year-olds writing on the same topic. The correlation between quality of the compositions in Chinese and English was .53. In stepwise regression analyses examining early predictors at ages between five and nine years, tasks of speed or fluency were consistently uniquely associated with Chinese writing composition; measures of English vocabulary knowledge, word reading, or both were consistently uniquely associated with English writing quality. Compared to the American children, Chinese children's writing reflected significantly higher proportions of errors in all grammatical categories but did not differ in punctuation or spelling. Findings underscore both similarities and differences in writing at different levels across languages.
对153名香港九岁儿童用中文和英文撰写的作文进行了纵向预测因素测试，并将他们英文作文中十个类别的写作错误（重点是标点、拼写和语法）与90名就同一主题写作的美国九岁儿童所犯的错误进行了比较。中文和英文作文质量之间的相关性为0.53。在逐步回归分析中，考察五岁至九岁的早期预测因素时，速度或流畅性任务始终与中文写作作文存在独特关联；英语词汇知识、单词阅读或两者的测量指标始终与英文写作质量存在独特关联。与美国儿童相比，中国儿童的写作在所有语法类别中都反映出明显更高比例的错误，但在标点或拼写方面没有差异。研究结果强调了不同语言在不同水平写作上的异同。
