View in EDS

The Cross-Language Transfer of Chinese Syntactic Awareness to English Reading Comprehension: The Mediating Roles of Chinese Reading Comprehension and English Syntactic Awareness.

Saved in:
Bibliographic Details
Title: The Cross-Language Transfer of Chinese Syntactic Awareness to English Reading Comprehension: The Mediating Roles of Chinese Reading Comprehension and English Syntactic Awareness.
Authors: Xiong, Jianping1 (AUTHOR) xjpwh2001@163.com, Hu, Yaping2 (AUTHOR) 2289416880@qq.com, Zhou, Keyu1 (AUTHOR) 363502865@qq.com, Liu, Xin3 (AUTHOR) liuxin138390@126.com
Source: Asia-Pacific Education Researcher (Springer Science & Business Media B.V.). Aug2026, Vol. 35 Issue 4, p757-767. 11p.
Subject Terms: *Language transfer (Language learning), *Reading comprehension, *Interference (Linguistics), *Fluency (Language learning), *Language awareness, Mediation (Statistics)
Abstract: This study investigates the language transfer effect of Chinese syntactic awareness on English reading comprehension among middle school students. A total of 930 junior and senior high school students participated. The results revealed that: (1) Junior high students' Chinese (L1) syntactic awareness directly predicts their English (L2) reading comprehension, whereas this direct effect is not observed in senior high students. (2) The relationship between L1 syntactic awareness and L2 reading comprehension occurs through three mediating paths: (a) the mediation of L1 reading comprehension, (b) the mediation of L2 syntactic awareness, and (c) a chain mediation effect involving both L1 reading comprehension and L2 syntactic awareness. These results suggest that, native Chinese learners' L1 syntactic awareness directly predicts their L2 reading comprehension and indirectly influences it through the mediating roles of L1 reading comprehension and L2 syntactic awareness. Furthermore, this cross-language transfer is influenced by the learners' L2 proficiency. Highlights: First evidence of Chinese (L1) syntactic awareness directly predicting English (L2) reading comprehension in adolescent learners. Identifies dual mediation: L1 reading comprehension and L2 syntactic awareness jointly facilitate cross-language transfer. Suggests L2 proficiency as a key moderator of syntactic transfer from L1 to L2. Large-sample study (N = 930) validates cross-linguistic mechanisms in secondary education contexts. Supports linguistic interdependence theory in L1–L2 reading acquisition among Chinese-English learners. [ABSTRACT FROM AUTHOR]
Copyright of Asia-Pacific Education Researcher (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Description
Abstract:This study investigates the language transfer effect of Chinese syntactic awareness on English reading comprehension among middle school students. A total of 930 junior and senior high school students participated. The results revealed that: (1) Junior high students' Chinese (L1) syntactic awareness directly predicts their English (L2) reading comprehension, whereas this direct effect is not observed in senior high students. (2) The relationship between L1 syntactic awareness and L2 reading comprehension occurs through three mediating paths: (a) the mediation of L1 reading comprehension, (b) the mediation of L2 syntactic awareness, and (c) a chain mediation effect involving both L1 reading comprehension and L2 syntactic awareness. These results suggest that, native Chinese learners' L1 syntactic awareness directly predicts their L2 reading comprehension and indirectly influences it through the mediating roles of L1 reading comprehension and L2 syntactic awareness. Furthermore, this cross-language transfer is influenced by the learners' L2 proficiency. Highlights: First evidence of Chinese (L1) syntactic awareness directly predicting English (L2) reading comprehension in adolescent learners. Identifies dual mediation: L1 reading comprehension and L2 syntactic awareness jointly facilitate cross-language transfer. Suggests L2 proficiency as a key moderator of syntactic transfer from L1 to L2. Large-sample study (N = 930) validates cross-linguistic mechanisms in secondary education contexts. Supports linguistic interdependence theory in L1–L2 reading acquisition among Chinese-English learners. [ABSTRACT FROM AUTHOR]
ISSN:01195646
DOI:10.1007/s40299-025-01070-1