Previous research is seldom addressed to biliteracy relationship for adult learners in the foreign language context. The present study was a repeated-measure design in a 9-month longitudinal study. One hundred and thirty-nine college students (ages 19–21 years) who learned English as a foreign language were measured twice at pre- and post-tests on a series of measures in the first language (L1) Chinese and the foreign language (L2) English literacy and various L2 literacy-related language and cognitive skills. Results showed first, L1 literacy was relatively stable but L2 English literacy-related skills (except working memory) improved over time. Second, phonological and morphological awareness were two key variables consistently predicting L2 word reading at pre- and post-tests, although different language/cognitive constructs played a role in predicting the dynamic progress in L2 literacy. Further, correlation analysis and hierarchical regression analysis revealed that after controlling grade and gender, L1 literacy and L2 literacy-related language/cognitive skills explained more variances in predicting L2 litearcy in post-test. The results indicate the language proficiency in L2 has a modulate effect on the biliteracy relationship. The findings shed light on the relationship between predictors and biliteracy skills.

先前的研究很少涉及外语环境下成人学习者的两文制关系。本研究是一项为期9个月的纵向研究中的重复测量设计。139名以英语作为外语学习的大学生（年龄在19-21岁之间）在一系列的第一语言（L1）中文和外语测试（测验）前测和测验中进行了两次测验（ L2）英语素养以及与L2素养相关的各种语言和认知技能。结果显示，第一，L1素养相对稳定，但是随着时间的推移，L2与英语素养相关的技能（工作记忆除外）有所提高。其次，语音和形态意识是在测试前和测试后一致预测L2单词阅读的两个关键变量，尽管不同的语言/认知结构在预测L2素养的动态发展中发挥了作用。此外，相关分析和层次回归分析显示，在控制年级和性别之后，L1素养和L2素养相关的语言/认知技能解释了在测验中预测L2卵石的更多差异。结果表明，L2语言水平对双语关系有调节作用。该发现揭示了预测因素与双语能力之间的关系。结果表明，L2语言水平对双语关系有调节作用。研究结果揭示了预测因素与双语能力之间的关系。结果表明，L2语言水平对双语关系有调节作用。研究结果揭示了预测因素与双语能力之间的关系。