Abstract
Cross-language transfer of awareness of the structure of compound words was investigated among native speakers of Chinese who were learning English as a second language. Chinese fifth graders received instruction in the morphology of four types of compound words in either Chinese or English. They then completed both the Chinese and English versions of a compound word structure analogy task. Compared with children who received no instruction, children who received instruction in Chinese were able to transfer knowledge they had acquired of compound types in Chinese to comparable types in English. Reverse transfer from English to Chinese was found among children with high reading proficiency.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Anderson, R. C., & Li, W. (2005). A cross-language perspective on learning to read. In A. McKeough, J. L. Lupart, L. Phillips, & V. Timmons (Eds.), Understanding literacy development: A global view (pp. 65–91). Hillsdale, NJ: Erlbaum.
Bauer, L. (1987). English word-formation. Cambridge, UK: Cambridge University Press.
Bauer, L., & Renouf, A. (2001). A corpus-based study of compounding in English. Journal of English Linguistics, 29, 101–123.
Bialystok, E. (2001). Bilingualism in development: Language, literacy, and cognition. Cambridge, UK: Cambridge University Press.
Bialystok, E., McBride-Chang, C., & Luk, G. (2005). Bilingualism, language proficiency, and learning to read in two writing systems. Journal of Educational Psychology, 97, 580–590.
Carlisle, J. F. (1995). Morphological awareness and early reading achievement. In L. B. Feldman (Ed.), Morphological aspects of language processing (pp. 189–209). Hillsdale, NJ: Erlbaum.
Carlisle, J. F. (2000). Awareness of the structure and meaning of morphologically complex words: Impact on reading. Reading and Writing: An Interdisciplinary Journal, 12, 169–190.
Carlisle, J. F., Beeman, M., Davis, L. H., & Spharim, G. (1999). Relationship of metalinguistic capabilities and reading achievement for children who are becoming bilingual. Applied Psycholinguistics, 20, 459–478.
Chow, B., McBride-Chang, C., & Burgess, S. (2005). Phonological processing skills and early reading abilities in Hong Kong Chinese kindergarteners learning to read English as a second language. Journal of Educational Psychology, 97, 81–87.
Comeau, L., Cormier, P., Grandmaison, E., & Lacroix, D. (1999). A longitudinal study of phonological processing skills in children learning to read in a second language. Journal of Educational Psychology, 91, 29–43.
Cummins, J. (1979). Linguistic interdependence and educational development of bilingual children. Review of Educational Research, 49, 222–251.
Cummins, J. (1991). Interdependence of first-language on second-language proficiency in bilingual children. In E. Bialystok (Ed.), Language processing in bilingual children (pp. 70–89). New York: Cambridge University Press.
Durgunoglu, A. Y., Nagy, W. E., & Hancin-Bhatt, B. J. (1993). Cross-language transfer of phonological awareness. Journal of Educational Psychology, 85, 453–465.
Fowler, A., Feldman, L. B., Andjelkovic, D., & Oney, B. (2003). Morphological and phonological analysis by beginning readers: Evidence from Serbian and Turkish. In E. Assink & D. Santa (Eds.), Reading complex words: Cross-language studies (pp. 53–79). Dordrecht, The Netherlands: Kluwer.
Geva, E., Wade-Wooley, L., & Shany, M. (1997). Development of reading efficiency in first and second language. Scientific Studies of Reading, 1, 119–144.
Gottardo, A., Yan, B., Siegel, L. S., & Wade-Woolley, L. (2001). Factors related to English performance in children with Chinese as a first language: More evidence of cross-language transfer of phonological processing. Journal of Educational Psychology, 93, 530–542.
Hancin-Bhatt, B., & Nagy, W. E. (1994). Lexical transfer and second language morphological development. Applied Psycholinguistics, 15, 289–310.
Huang, S. (1997). Chinese as a headless language in compounding morphology. In J. Packard (Ed.), New approaches to Chinese word formation: Morphology, phonology and the lexicon in modern and ancient Chinese. Trends in linguistics studies and monographs 105. Berlin and New York: Mouton De Gruyter.
Ku, Y., & Anderson, R. C. (2003). Development of morphological awareness in Chinese and English. Reading and Writing: An Interdisciplinary Journal, 16, 399–422.
Kuo, L., & Anderson, R. C. (2008). Conceptual and methodological issues in comparing metalinguistic awareness across languages. In K. Koda & A. Zehler (Eds.), Learning to read across languages (pp. 39–67). Hillsdale, NJ: Lawrence Erlbaum.
Li, W., Anderson, R. C., Nagy, W., & Zhang, H. (2002). Facets of metalinguistic awareness that contribute to Chinese literacy. In W. Li, J. S. Gaffney, & J. L. Packard (Eds.), Chinese language acquisition: Theoretical and pedagogical issues (pp. 59–86). Norwell, MA: Kluwer.
Libben, G. (2006). Why study compound processing? An overview of the issues. In G. Libben & G. Jarema (Eds.), The representation and processing of compound words (pp. 1–22). Oxford, UK: Oxford University Press.
Lindsey, K. A., Manis, F. R., & Bailey, C. E. (2003). Prediction of first-grade reading in Spanish-speaking English language learners. Journal of Educational Psychology, 95, 482–494.
Marian, V., & Kaushanskaya, M. (2007). Cross-linguistic transfer and borrowing in bilinguals. Applied Psycholinguistics, 28, 369–390.
McBride-Chang, C., Cheung, H., Chow, B. W.-Y., Chow, C. S. L., & Choi, L. (2006). Metalinguistic skills and vocabulary knowledge in L1 and L2. Reading and Writing: An Interdisciplinary Journal, 19, 695–716.
McBride-Chang, C., Liu, H., Wagner, R., Shu, H., Zhou, A., Cheuk, C. S.-M., et al. (2005). Changing models across cultures: Associations of phonological and morphological awareness to reading in Beijing, Hong Kong, Korea, and America. Journal of Experimental Child Psychology, 92, 140–160.
McBride-Chang, C., Shu, H., Zhou, A. B., Wat, C. P., & Wagner, R. K. (2003). Morphological awareness uniquely predicts young children’s Chinese character recognition. Journal of Educational Psychology, 95, 743–751.
Mehta, P. D., Foorman, B. R., Branum-Martin, L., & Taylor, W. P. (2005). Literacy as a unidimensional multilevel construct: Validation, sources of influence, and implications in a longitudinal study in grades 1 to 4. Scientific Studies of Reading, 9(2), 85–116.
Nagy, W. E., & Anderson, R. C. (1984). How many words are there in printed school English? Reading Research Quarterly, 19, 304–330.
Nagy, W. E., Berninger, V. W., & Abbott, R. C. (2006). Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students. Journal of Educational Psychology, 98, 134–147.
Nagy, W. E., Berninger, V. W., Abbott, R. C., Vaughan, K., & Vermeulen, K. (2003). Relationship of morphology and other language skills to literacy skills in at-risk second-grade readers and at-risk fourth-grade writers. Journal of Educational Psychology, 95, 730–742.
Nicoladis, E. (1999). “Where is my brush teeth?” Acquisition of compound nouns in a French–English bilingual child. Bilingualism: Language and Cognition, 2(3), 245–256.
Nicoladis, E. (2002). What’s the difference between ‘toilet paper’ and ‘paper toilet’? French–English bilingual children’s cross-linguistic transfer in compound nouns. Journal of Child Language, 29, 843–863.
Nicoladis, E. (2003). Cross-linguistic transfer in deverbal compounds of preschool bilingual children. Bilingualism: Language and Cognition, 6(1), 17–31.
Nunes, T., Bryant, P., & Olsson, J. (2003). Learning morphological and phonological spelling rules: An intervention study. Scientific Studies of Reading, 7, 289–307.
Packard, J. L. (2000). The morphology of Chinese: A linguistic and cognitive approach. Cambridge, UK: Cambridge University Press.
Proctor, C. P., August, D., Carlo, M. S., & Snow, C. (2006). The intriguing role of Spanish language vocabulary knowledge in predicting English reading comprehension. Journal of Educational Psychology, 98, 159–169.
Sandra, D. (1990). On the representation and processing of compound words: Automatic access to constituent morphemes does not occur. Quarterly Journal of Experimental Psychology, 42, 529–567.
Selkirk, E. (1982). The syntax of words. Cambridge, MA: MIT.
Taft, M., & Zhu, X. (1995). The representation of bound morphemes in the lexicon: A Chinese study. In L. B. Feldman (Ed.), Morphological aspects of language processing (pp. 293–316). Hillsdale, NJ: Erlbaum.
Tyler, A., & Nagy, W. E. (1990). Use of derivational morphology during reading. Cognition, 36, 17–34.
van Jaarsveld, H. J., & Rattink, G. E. (1988). Frequency effects in the processing of lexicalized and novel nominal compounds. Journal of Psycholinguistic Research, 17, 447–473.
Verhoeven, L. (1994). Transfer in bilingual development: The linguistic interdependency hypothesis revisited. Language Learning, 44, 381–415.
Wang, M., Cheng, C., & Chen, S. W. (2006). Contribution of morphological awareness to Chinese–English biliteracy acquisition. Journal of Educational Psychology, 98, 542–553.
White, T. G., Power, M. A., & White, S. (1989). Morphological analysis: Implication for teaching and understanding vocabulary growth. Reading Research Quarterly, 24, 283–304.
Yuan, C., & Huang, C. (1998). Chinese morpheme and morphology study based on morpheme database. Yu Yan Wen Zi Ying Yong, 3, 83–88. (in Chinese).
Zhang, J. (2004). Development and intervention of morphological awareness in Chinese. Unpublished master’s thesis, Beijing Normal University, Beijing.
Zhang, J., Anderson, R. C., Packard, J., Wu, X., & Tang, S. (2007). Development of knowledge about compound word structures in Chinese and English. Champaign, IL: Center for the Study of Reading.
Zhang, B. Y., & Peng, D.-L. (1992). Decomposed storage in the Chinese lexicon. In H.-C. Chen & O. J. L. Tzeng (Eds.), Language processing in Chinese (pp. 131–148). Amsterdam: North-Holland.
Author information
Authors and Affiliations
Corresponding author
Appendices
Appendix A
Instruction of Chinese compound structure analogy task
下面你将完成一个词语阅读的活动。你将看到 32 组比较熟悉的中文词语和 32 组比较新奇的,你可能从来没有听过或见过的中文词语。每组词语包括一个目标词和三个选项,请你从每组词的三个选项中选出和目标词 最相似 的一个,并把相应选项的序号用圆圈画出来。
下面请先完成四个练习:
序号 | 目标词 | 选项 | ||
|---|---|---|---|---|
练习1. | 雪球 | (A)火球 | (B)踢球 | (C)打球 |
练习2. | 日落 | (A)书包 | (B)电灯 | (C)心跳 |
练习3. | 追树 | (A)鱼树 | (B)踩树 | (C)桌树 |
练习4. | 洗来 | (A)拍月 | (B)推书 | (C)听下 |
练习1的答案是“A”, 因为目标词“雪球”和选项A“火球”都表示“由雪或者火组成的球”, 而选项B“踢球”和选项C“打球”不是。
练习2的答案是“C”, 因为目标词“日落”和选项C“心跳”都表示“日(太阳)或者心发生了某个动作”, 而选项A“书包”和选项B“电灯”不是。
练习3的答案是“B”, 因为目标词“追树”和选项B“踩树”都可以理解为“对树进行了某个动作,追或者踩”, 而选项A“鱼树”和选项C“桌树”不可以。
练习4的答案是“C”, 因为目标词“洗来”和选项C“听下”都可以理解为“某个动作(洗或者听)的方向或状态”, 而选项A“拍月”和B“推书”不可以。
现在你理解这个任务的意思了吗? 如果你已经理解,请翻到下一页, 开始答题。非常感谢你的参与!
Stimuli of Chinese compound structure analogy task
Structure | Target | Choices | Keys | Morpheme | ||
|---|---|---|---|---|---|---|
Chinese posttest I_familiar words | ||||||
N+N | 水车 | (A)买车 | (B)推车 | (C)马车 | (C) | Same |
N+N | 酒杯 | (A)举杯 | (B)碰杯 | (C)茶杯 | (C) | Same |
N+N | 铁栏 | (A)跨栏 | (B)护栏 | (C)木栏 | (C) | Same |
N+N | 炮楼 | (A)炮兵 | (B)炮轰 | (C)炮击 | (A) | Same |
N+N | 桌球 | (A)窗帘 | (B)喝水 | (C)发电 | (A) | Different |
N+N | 火山 | (A)蛙跳 | (B)体检 | (C)书桌 | (C) | Different |
N+N | 图书 | (A)修车 | (B)瓜果 | (C)买房 | (B) | Different |
N+N | 毛笔 | (A)布鞋 | (B)爬山 | (C)扔出 | (A) | Different |
N+V | 目送 | (A)目光 | (B)目测 | (C)目前 | (B) | Same |
N+V | 体检 | (A)体内 | (B)体形 | (C)体罚 | (C) | Same |
N+V | 地震 | (A)地瓜 | (B)地动 | (C)地板 | (B) | Same |
N+V | 电击 | (A)枪击 | (B)打击 | (C)撞击 | (A) | Same |
N+V | 声控 | (A)手动 | (B)海草 | (C)雨伞 | (A) | Different |
N+V | 炮击 | (A)水草 | (B)海啸 | (C)纸扇 | (B) | Different |
N+V | 手写 | (A)选举 | (B)心跳 | (C)打击 | (B) | Different |
N+V | 拳击 | (A)茶杯 | (B)树叶 | (C)目送 | (C) | Different |
V+N | 种地 | (A)挖地 | (B)山地 | (C)菜地 | (A) | Same |
V+N | 跳舞 | (A)跳上 | (B)跳绳 | (C)跳回 | (B) | Same |
V+N | 摇椅 | (A)摇篮 | (B)摇动 | (C)摇晃 | (A) | Same |
V+N | 拍球 | (A)拍打 | (B)拍手 | (C)拍摄 | (B) | Same |
V+N | 睡衣 | (A)烤箱 | (B)荷花 | (C)针线 | (A) | Different |
V+N | 打字 | (A)书包 | (B)厨房 | (C)唱歌 | (C) | Different |
V+N | 跳伞 | (A)坐车 | (B)打扫 | (C)改写 | (A) | Different |
V+N | 读书 | (A)洗菜 | (B)购买 | (C)传送 | (A) | Different |
V+P | 跳上 | (A)墙上 | (B)书上 | (C)写上 | (C) | Same |
V+P | 跑开 | (A)跑来 | (B)跑鞋 | (C)跑车 | (A) | Same |
V+P | 看出 | (A)看望 | (B)看过 | (C)看守 | (B) | Same |
V+P | 走进 | (A)走动 | (B)走访 | (C)走过 | (C) | Same |
V+P | 举起 | (A)拖鞋 | (B)走进 | (C)睡觉 | (B) | Different |
V+P | 拿出 | (A)花店 | (B)手表 | (C)切开 | (C) | Different |
V+P | 飞来 | (A)骑车 | (B)走开 | (C)捕鱼 | (B) | Different |
V+P | 拦下 | (A)扫地 | (B)拔出 | (C)拍手 | (B) | Different |
Chinese posttest II_novel words | ||||||
N+N | 石车 | (A)说车 | (B)树车 | (C)吃车 | (B) | Same |
N+N | 水书 | (A)踢书 | (B)举书 | (C)火书 | (C) | Same |
N+N | 天鸟 | (A)打鸟 | (B)土鸟 | (C)拍鸟 | (B) | Same |
N+N | 火鱼 | (A)火门 | (B)火唱 | (C)火走 | (A) | Same |
N+N | 海猫 | (A)枣山 | (B)鱼叫 | (C)烟飞 | (A) | Different |
N+N | 草叶 | (A)山鱼 | (B)鸟跳 | (C)糖跑 | (A) | Different |
N+N | 灯羊 | (A)拉叶 | (B)果床 | (C)喝笔 | (B) | Different |
N+N | 铁鞋 | (A)天跑 | (B)笔海 | (C)马走 | (B) | Different |
N+V | 手叫 | (A)捉叫 | (B)跑叫 | (C)书叫 | (C) | Same |
N+V | 雨推 | (A)雨笔 | (B)雨马 | (C)雨甩 | (C) | Same |
N+V | 花摇 | (A)书摇 | (B)喷摇 | (C)走摇 | (A) | Same |
N+V | 雪笑 | (A)雪门 | (B)雪跑 | (C)雪笔 | (B) | Same |
N+V | 天动 | (A)举水 | (B)挂楼 | (C)杯跑 | (C) | Different |
N+V | 雨追 | (A)拆跳 | (B)插打 | (C)牛写 | (C) | Different |
N+V | 土拉 | (A)江石 | (B)目谈 | (C)天鱼 | (B) | Different |
N+V | 树倒 | (A)木狗 | (B)地花 | (C)脚推 | (C) | Different |
V+N | 砸河 | (A)吓河 | (B)鞋河 | (C)羊河 | (A) | Same |
V+N | 扫球 | (A)扫上 | (B)扫吃 | (C)扫笔 | (C) | Same |
V+N | 救泥 | (A)救冰 | (B)救开 | (C)救上 | (A) | Same |
V+N | 飞猫 | (A)飞踢 | (B)飞打 | (C)飞鞋 | (C) | Same |
V+N | 喷海 | (A)树灯 | (B)山床 | (C)猜笔 | (C) | Different |
V+N | 扛楼 | (A)切云 | (B)洗上 | (C)守进 | (A) | Different |
V+N | 砍车 | (A)牙叫 | (B)射叶 | (C)风打 | (B) | Different |
V+N | 修树 | (A)取铁 | (B)桥纸 | (C)铜叶 | (A) | Different |
V+P | 落起 | (A)落虫 | (B)落来 | (C)落房 | (B) | Same |
V+P | 造上 | (A)造天 | (B)造星 | (C)造进 | (C) | Same |
V+P | 吞出 | (A)吞来 | (B)吞车 | (C)吞碗 | (A) | Same |
V+P | 躲下 | (A)书下 | (B)听下 | (C)鞋下 | (B) | Same |
V+P | 喷来 | (A)走表 | (B)拍上 | (C)飞猪 | (B) | Different |
V+P | 拦出 | (A)沙门 | (B)抄进 | (C)刀书 | (B) | Different |
V+P | 写来 | (A)听下 | (B)挤杯 | (C)挂土 | (A) | Different |
V+P | 唱来 | (A)狗跳 | (B)云推 | (C)吐进 | (C) | Different |
Appendix B
Instructions for the English compound structure analogy task
下面你将完成一个词语阅读的活动。你将看到 32 组比较熟悉的英语词语和 32 组比较新奇的, 你可能从来没有听过或见过的英文词语。每组词语包括一个目标词和三个选项,请你从每组词的三个选项中选出和目标词 最相似 的一个,并把相应选项的序号用圆圈画出来。
下面请先完成四个练习:
序号 | 目标词 | 选项 | ||
|---|---|---|---|---|
练习1 | Paper box | (A)pencil box | (B)call box | (C)black box |
练习2 | Snowfall | (A)tea-cup | (B)sunset | (C)schoolbag |
练习3 | Eat-book | (A)cut-book | (B)horse-book | (C)flower-book |
练习4 | Speak in | (A)talk chair | (B)sing cat | (C)teach back |
练习1的答案是“A”, 因为目标词“paper box”与选项A“pencil box”都表示“与paper或者pencil有关的某种box”, 而选项B和选项C不是。
练习2的答案是“B”, 因为目标词“snowfall”与选项B“sunset”都表示“snow 或者sun发生了一个动作, fall或者set”, 而选项A和选项C不是。
练习3的答案是“A”, 因为目标词“eat-book”与选项A“cut-book”都可以理解为”对“book进行了某个动作(eat或者cut)”, 而选项B和选项C不可以。
练习4的答案是“C”, 因为目标词“speak in”与选项C“teach back”都可以理解为“某个动作(speak或者teach)的方向或状态,是in或者back”, 而选项A和选项B不可以。
现在你理解这个任务的意思了吗?如果你已经理解,请翻到下一页, 开始答题。非常感谢你的参与!
English translation of instructions for the English compound structure analogy task (participants read and heard the instructions in Chinese)
This is a word reading activity. In this activity, you will see 32 lines of familiar words and 32 lines of new words that you might have never seen or heard before. On each line, there is one target word followed by three choices. Your task is to circle the choice that is most similar to the target word. Let’s practice with four examples.
Target | Choices | |||
|---|---|---|---|---|
Practice 1 | Paper box | (A)pencil box | (B)call box | (C)black box |
Practice 2 | Snowfall | (A)tea-cup | (B)sunset | (C)schoolbag |
Practice 3 | Eat-book | (A)cut-book | (B)horse-book | (C)flower-book |
Practice 4 | Speak in | (A)talk chair | (B)sing cat | (C)teach back |
The correct answer for practice question 1 is (A) because both the target “paper box” and (A) “pencil box” talk about “some kind of box which has something to do with paper or pencil”, while (B) “call box” and (C) “black box” do not.
The correct answer for practice question 2 is (B) because both the target “snowfall” and (B) “sunset” talk about “an action that happens to something (snow or sun), to fall or to set”, but (A) “tea-cup” and (C) “school bag” do not.
The correct answer for practice question 3 is (A) because both the target “eat-book” and (A) “cut-book” can be understood as being “an action that happens to the book, to eat or to cut”, but (B) “horse-book” and (C) “flower-book” do not.
The correct answer for practice question 4 is (C) because both the target “speak in” and (C) “teach back” can be understood as being “ the direction of an action (to speak or to teach), in or back”, but (A) “talk chair” and (B) “sing cat” cannot.
Do you understand the task now? If yes, turn to the next page and get started. Thank you very much for your participation!
Stimuli of English compound structure analogy task
Structure | Target | Choices | Keys | Morpheme | ||
|---|---|---|---|---|---|---|
English posttest I_familiar words | ||||||
N+N | Football | (A)snowball | (B)jump ball | (C)play ball | (A) | Same |
N+N | Storybooks | (A)textbooks | (B)read books | (C)buy books | (A) | Same |
N+N | Handcar | (A)handout | (B)handbook | (C)handover | (B) | Same |
N+N | Sunbird | (A)sunrise | (B)sunset | (C)sunroom | (C) | Same |
N+N | Woman doctor | (A)field trip | (B)playground | (C)call box | (A) | Different |
N+N | Rain-coat | (A)blow-out | (B)turn-down | (C)ball-game | (C) | Different |
N+N | Sports-shoes | (A)pick-up | (B)go-out | (C)pencil-box | (C) | Different |
N+N | Classroom | (A)playground | (B)wall map | (C)catch up | (B) | Different |
N+V | Body check | (A)body art | (B)body language | (C)body wash | (C) | Same |
N+V | Hand carry | (A)handpick | (B)handbook | (C)hand bag | (A) | Same |
N+V | Car wash | (A)white wash | (B)cool wash | (C)mouth wash | (C) | Same |
N+V | Housebreak | (A)housecoat | (B)housekeep | (C)housemother | (B) | Same |
N+V | Sunshine | (A)waterfall | (B)highway | (C)basketball | (A) | Different |
N+V | Rainfall | (A)play football | (B)buy food | (C)sunrise | (C) | Different |
N+V | Hair cut | (A)keep off | (B)look into | (C)car wash | (C) | Different |
N+V | Dish wash | (A)talk about | (B)paper cut | (C)eat out | (B) | Different |
V+N | Watch fire | (A)watch out | (B)watch food | (C)watch over | (B) | Same |
V+N | Washroom | (A)bedroom | (B)classroom | (C)playroom | (C) | Same |
V+N | Take pictures | (A)draw pictures | (B)color pictures | (C)great pictures | (A) | Same |
V+N | Workman | (A)work out | (B)work up | (C)work sheet | (C) | Same |
V+N | Play ball | (A)save money | (B)chocolate milk | (c)bus driver | (A) | Different |
V+N | Brush teeth | (A)book shop | (B)water bottle | (C)climb trees | (C) | Different |
V+N | Cook rice | (A)yellow card | (B)sun glasses | (C)ride horses | (C) | Different |
V+N | Jump rope | (A)drink milk | (B)come across | (C)turn over | (A) | Different |
V+P | Take off | (A)take back | (B)take place | (C)take photos | (A) | Same |
V+P | Cut down | (A)cut flowers | (B)cut out | (C)cut glass | (B) | Same |
V+P | Get in | (A)get home | (B)get up | (C)get fat | (B) | Same |
V+P | Put away | (A)right away | (B)run away | (C)far away | (B) | Same |
V+P | Turn off | (A)go away | (B)snowbird | (C)schoolbag | (A) | Different |
V+P | Walk-in | (A)wait-taxi | (B)live-on | (C)draw-maps | (B) | Different |
V+P | Look down | (A)grow up | (B)video camera | (C)math class | (A) | Different |
V+P | Go over | (A)take train | (B)play around | (C)write stories | (B) | Different |
English posttest II_novel words | ||||||
N+N | Cake book | (A)sing book | (B)apple book | (C)wait book | (B) | Same |
N+N | Balloon-tree | (A)balloon-fly | (B)balloon-blow | (C)balloon-house | (C) | Same |
N+N | Shoe-cup | (A)throw-cup | (B)egg-cup | (C)show-cup | (B) | Same |
N+N | Candy-door | (A)candy-road | (B)candy-wash | (C)candy-dance | (A) | Same |
N+N | Water-floor | (A)lemon-radio | (B)send-eyes | (C)play-noodles | (A) | Different |
N+N | Apple-boat | (A)talk-pig | (B)fish-box | (C)cut-skirt | (B) | Different |
N+N | Orange-taxi | (A)wait-panda | (B)save-candle | (C)potato-train | (C) | Different |
N+N | Carrot-car | (A)cold-piano | (B)dog-cake | (C)quiet-cat | (B) | Different |
N+V | Chicken-jump | (A)chicken-car | (B)chicken-cry | (C)chicken-ball | (B) | Same |
N+V | Book-ask | (A)book-candy | (B)book-bus | (C)book-fly | (C) | Same |
N+V | Moon-rise | (A)balloon-rise | (B)fast-rise | (C)low-rise | (A) | Same |
N+V | Ball-fly | (A)ball-dance | (B)ball-table | (C)ball-lunch | (A) | Same |
N+V | Radio-sing | (A)dog-jump | (B)face-floor | (C)rabbit-sofa | (A) | Different |
N+V | Chicken-talk | (A)egg-plane | (B)tea-lunch | (C)box-open | (C) | Different |
N+V | Cup-drop | (A)milk-wash | (B)lion-pen | (C)tree-sport | (A) | Different |
N+V | Baby-eat | (A)use-in | (B)duck-swim | (C)tell-out | (B) | Different |
V+N | Kill-wall | (A)save-wall | (B)car-wall | (C)bed-wall | (A) | Same |
V+N | Blow-face | (A)blow-monkey | (B)blow-from | (C)blow-away | (A) | Same |
V+N | Wait-cat | (A)pen-cat | (B)stone-cat | (C)move-cat | (C) | Same |
V+N | Talk-moon | (A)banana-moon | (B)tree-moon | (C)jump-moon | (C) | Same |
V+N | Play-hand | (A)cat-bag | (B)cut-meal | (C)fruit-soup | (B) | Different |
V+N | Teach-bird | (A)lemon-hat | (B)arm-desk | (C)visit-cat | (C) | Different |
V+N | Eat-tree | (A)kill-horse | (B)bear-dance | (C)duck-fly | (A) | Different |
V+N | Ride monkey | (A)see up | (B)talk foot | (C)help away | (B) | Different |
V+P | Write across | (A)write away | (B)write songs | (C)write hats | (A) | Same |
V+P | Feel away | (A)feel nose | (B)feel egg | (C)feel across | (C) | Same |
V+P | Speak through | (A)speak pen | (B)speak off | (C)speak table | (B) | Same |
V+P | Try by | (A)try foot | (B)try bird | (C)try off | (C) | Same |
V+P | Cook over | (A)fish car | (B)egg road | (C)ask by | (C) | Different |
V+P | Mix out | (A)watch lake | (B)climb off | (C)write games | (B) | Different |
V+P | Save off | (A)dance out | (B)moon knife | (C)paper door | (A) | Different |
V+P | Read in | (A)elephant bus | (B)white mouse | (C)draw up | (C) | Different |
Rights and permissions
About this article
Cite this article
Zhang, J., Anderson, R.C., Li, H. et al. Cross-language transfer of insight into the structure of compound words. Read Writ 23, 311–336 (2010). https://doi.org/10.1007/s11145-009-9205-7
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11145-009-9205-7