Wong Yu Ka
Department of Curriculum and Instruction, Faculty of Education, The Chinese University of Hong Kong, Shatin, Hong Kong.
J Psycholinguist Res. 2021 Apr;50(2):261-273. doi: 10.1007/s10936-018-9619-y.
The reciprocal influences between the development of Chinese-as-a-second-language (CSL) listening and reading comprehension among young learners in Hong Kong were evaluated using a 2-year, three-wave longitudinal design. A total of 129 senior primary CSL students were assessed using listening and reading comprehension tests at the end of grades 4, 5, and 6. An autoregressive, cross-lagged model was specified, and it accounted for a substantial portion of variance (more than 60%) in the two comprehension abilities by grades 5 and 6. Path analysis showed that the two comprehension abilities facilitated each other's development across the years: on controlling for their respective strong autoregressive effects, the two comprehension abilities predicted a unique, substantial variance portion of each other every year. In addition, based on previous studies conducted on readers of both alphabetic languages and Chinese, this study argues the following points: (1) the development of CSL students' reading comprehension is constrained by their listening comprehension, and (2) the acquisition of Chinese literacy skills may promote students' listening comprehension by enhancing their linguistic knowledge and awareness.
本研究采用为期两年、三波次的纵向设计，评估了香港年轻学习者的汉语作为第二语言（CSL）听力与阅读理解发展之间的相互影响。研究共对129名小学高年级CSL学生在四年级、五年级和六年级末进行了听力和阅读理解测试。研究设定了一个自回归交叉滞后模型，该模型在五年级和六年级时解释了两种理解能力中相当大比例（超过60%）的方差。路径分析表明，这两种理解能力在多年间相互促进发展：在控制各自较强的自回归效应后，这两种理解能力每年都能预测对方独特且相当大比例的方差。此外，基于以往对字母语言和汉语读者的研究，本研究提出以下观点：（1）CSL学生阅读理解的发展受到其听力理解的限制；（2）汉语读写技能的习得可能通过增强学生的语言知识和意识来促进其听力理解。
