The present study examines the concurrent relationship between morphological awareness and vocabulary breadth and depth after accounting for the effect of other potential contributors. A sample of French-speaking fourth-grade children who spoke either French at home (L1) (n = 55) or another language (L2) (n = 85) completed a number of tests assessing vocabulary breadth, vocabulary depth, morphological awareness, phonological awareness, word reading fluency, word spelling, and nonverbal intelligence. The results showed that morphological awareness was strongly correlated with vocabulary breadth and depth for L1 and L2 participants. Moreover, hierarchical regression analyses indicated that after controlling for one dimension of vocabulary, phonological awareness, word reading fluency, word spelling, age and nonverbal intelligence, morphological awareness explained significant variance in the outcomes on the other dimension of vocabulary for L2 participants. However, the magnitude of the contribution of morphological awareness remained significant in the prediction of vocabulary depth for L1 children only. This paper highlights the implications for research and educational practice of our findings.

本研究在考虑了其他潜在贡献者的影响之后，考察了形态意识与词汇广度和深度之间的并发关系。讲法语的四年级孩子的样本，他们在家讲法语（L1）（n  = 55）或讲另一种语言（L2）（n = 85）完成了许多测试，评估词汇的广度，词汇深度，形态意识，语音意识，单词阅读流利度，单词拼写和非语言智能。结果表明，L1和L2参与者的形态意识与词汇的广度和深度密切相关。此外，层次回归分析表明，在控制了词汇的一个维度，语音意识，单词阅读流畅性，单词拼写，年龄和非语言智能之后，形态学意识解释了第二语言参与者在词汇的另一个维度上结果的显着差异。但是，仅在L1儿童的词汇深度预测中，形态意识的贡献程度仍然很重要。