Vocabulary profiles and reading comprehension in young bilingual children

Auteurs-es

  • Christie Fraser OISE - University of Toronto
  • Alexandra Gottardo Wilfrid Laurier University
  • Esther Geva OISE - University of Toronto

DOI :

https://doi.org/10.18192/olbiwp.v8i0.2118

Mots-clés :

English language learners (ELLs), reading comprehension, vocabulary knowledge, language dominance, bilingualism

Résumé

En compréhension écrite, il est important pour les apprenants de l’anglais (AA) d’avoir une connaissance solide du vocabulaire. L’interaction entre les langues première (L1) et seconde (L2) dans le cadre de la connaissance lexicale en compréhension écrite d’une L2 anglais a été examinée afin de déterminer si les AA, dont la maîtrise de la L1 et du vocabulaire de la L2 variait selon les langues des locuteurs, différaient en termes de compréhension écrite en 2e et 4e année de primaire. Les AA (n = 105) ont été associés à un groupe de profil bilingue selon leur connaissance du vocabulaire de leurs L1 et L2, et en fonction de l’échantillon : L1 dominante (L1 forte), L2 dominante (L2 forte), hautement équilibrée (forte dans les deux), et peu équilibrée (basse dans les deux). Nous avons étudié les liens entre le vocabulaire de la L1 et de la L2 (anglais), les capacités cognitives non-verbales, la lecture de mots, et la compréhension écrite en anglais. Les résultats ont montré que la capacité de compréhension écrite était liée au profil bilingue, et qu’un modèle groupe 3 caractérisait mieux l’échantillon que le modèle groupe 4 initialement postulé. Le niveau de vocabulaire en L1 ne prédisait pas exclusivement la compréhension écrite en L2 (anglais). Le vocabulaire en L2 correspondait mieux à la compréhension écrite de façon transversale chez les enfants de 2e année, et longitudinale chez les enfants de 4e année. En faveur d’une perspective de processus cognitifs sous-jacents communs, les différences individuelles d’apprentissage du vocabulaire pourraient jouer un rôle de médiatrices au sein de l’aptitude générale à acquérir le langage, incluant la compréhension écrite.

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Publié-e

2017-08-08