English as a foreign language spelling development: A longitudinal study

• JANINA KAHN-HORWITZ ^[2] ; RICHARD L. SPARKS ^[3] ; ZAHAVA GOLDSTEIN ^[1]
  1. [1] University of Haifa

     University of Haifa

     Israel

     
  2. [2] Oranim College of Education
  3. [3] College of Mount St. Joseph

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• Localización: Applied psycholinguistics, ISSN 0142-7164, Vol. 33, Nº 2, 2012, págs. 343-363
• Idioma: inglés
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• Resumen

  • English as a foreign language (EFL) spelling was examined longitudinally three times (4th, 9th, 12th grades) during 9 years of EFL study among Hebrew first language (L1) students. The study examined the impact of L1 literacy variables including phonemic awareness, word attack, and spelling on EFL spelling and the relationship between EFL literacy variables and EFL spelling. Results showed that English spelling measured at earlier points strongly predicted later English spelling. L1 literacy skills measured in fourth grade were more significant than English word recognition in explaining end of ninth grade EFL spelling. Beginning of first year EFL letter knowledge in fourth grade predicted end of first-year EFL spelling. These results show qualitatively different L1 and EFL literacy abilities impacting EFL spelling at 4th, 9th, and 12th grades.