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Hong Kong Cantonese L1 preschool children’s name writing in English L2
Cognitive Development ( IF 1.897 ) Pub Date : 2020-10-01 , DOI: 10.1016/j.cogdev.2020.100957 K.S. Richard Wong , Susie Russak
Cognitive Development ( IF 1.897 ) Pub Date : 2020-10-01 , DOI: 10.1016/j.cogdev.2020.100957 K.S. Richard Wong , Susie Russak
Abstract Learning to write one’s own name in preschool is an important developmental milestone. Whilst this accomplishment has been examined in English (L1), there is scant research amongst English (L2) learners. This study examined the relations between own name writing in English (L2) and other writing, cognitive, and linguistic skills (vocabulary, phonological awareness, word reading, working memory), along with quality of representation of written output, amongst 130 Cantonese L1-English L2 preschool children (mean age 5.4 years) using eight measures. Results showed that own name writing in English was a distinctive skill, unrelated to other writing tasks. Moreover, it was not correlated with English phonological skills. However, Cantonese and English vocabulary skills uniquely predicted own name writing. Qualitative differences between the own name writing and word copying condition were found. Findings suggest that own name writing in L2 is a unique writing skill that does not necessarily rely on understanding of letter-sound relationships.
更新日期：2020-10-01
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