The mediating role of Chinese (L1) phonological awareness and morphological awareness in the relationship between executive function and English (L2) word reading in young Chinese EFL readers

Abstract

This study examined which executive functions are associated with young Chinese EFL readers’ L2 English word reading, and whether these association are mediated by L1 Chinese cognitive-linguistic abilities. Three executive function skills, i.e., working memory, attentional control and inhibition were analysed in a sample of preschoolers at age 4 to 6 years (N = 82) in relation to L2 English word reading performance. None of the executive function skills was found associated with associated with the L2 English word reading performance. L1 Chinese cognitive-linguistic skills were also not associated with L2 English word reading performance. In summary, there was not effects found between executive function and L2 English word reading and L1 Chinese cognitive-linguistic abilities were not the potential mediator.