An Exploratory Study into the Reading Strategies of Learners of Japanese as a Foreign Language

Everson, Michael; Kuriya, Yasumi

doi:10.2307/489597

Cited by 40 publications

(62 citation statements)

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“…Different from alphabetic-based languages, a Chinese character consists of sound (phonetics), shape (graphics), and meaning, and lacks an obvious sound-script correspondence. Early strategy research either associated strategy descriptions with these three aspects (e.g., Hayes, 1988;Li, 1998;Liu & Jiang, 2003;Shen, 2005), or reported whatever behaviors were identified in studies, such as observable behaviors in Ke's (1998) study or invisible but articulated cognitive processes by participants in studies by Everson and Ke (1997) and by Shen (2004). At the same time, attention to Chinese reading also yielded descriptions of certain strategy types.…”

Section: Syntactic Strategiesmentioning

confidence: 99%

“…In phase 2, there were slightly more publications, including four in Chinese-language journals (Luo, 1998;Wu, 1999;Xu, 1999;Yang, 1998), five in English-language journals (Everson, 1998;Everson & Ke, 1997;Ke, 1998;McGinnis, 1999;Sergent & Everson, 1992), and six doctoral dissertations (Chen, 1995;Good, 1998;Lee, 1998;Li, 1998;Sergent, 1990;Zhou, 1999). During this period, Chinese-language publications seemed to be random: Yang (1998) investigated CSL learners' strategy use and Chinese achievement; Luo (1998) focused on CSL learners' avoidance strategies in their efforts to learn Chinese; Xu (1999) attempted to identify types of strategy use from cognitive and psychological perspectives; and Wu (1999) described how Chinese language learning strategies could inform writing instruction.…”

Section: General Description Of Strategy Research In Csl/cflmentioning

confidence: 99%

“…A distinctive difference in the reading strategy use of intermediate as compared to advanced CFL readers was revealed through a study using verbal report (Everson & Ke, 1997). In this study, seven English-speaking learners of Chinese were asked to read a short news article silently and to verbalize those thoughts that might reflect their comprehension of the text.…”

Section: Focus Of Strategy Research In Csl/cflmentioning

confidence: 99%

“…Verbal report has been used extensively in Chinese reading strategy research (Everson & Ke, 1997;Lee-Caroline, 1998;Li, 1998;Thompson, 2008). In Everson and Ke's (1997) study, students were asked to read silently a short news article at their proficiency level.…”

Section: Verbal Reportmentioning

confidence: 99%

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A critical review of research on strategies in learning Chinese as both a second and foreign language

Jiang

Cohen

2012

SSLLT

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This article critically reviews strategy research on learning Chinese both as a second and foreign language. Through a careful examination of major data bases in both the Chinese and English languages, the article summarizes research in the field and the principal research methods used in the studies reviewed. Moreover, key limitations in research designs, inconsistencies in reported findings, inappropriate use of research methods, and weaknesses in both Chinese-and English-language publications are discussed. The article concludes by calling for future research paying more attention to current language learning strategy theories and practices.

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Section: Syntactic Strategiesmentioning

confidence: 99%

Section: General Description Of Strategy Research In Csl/cflmentioning

confidence: 99%

Section: Focus Of Strategy Research In Csl/cflmentioning

confidence: 99%

Section: Verbal Reportmentioning

confidence: 99%

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A critical review of research on strategies in learning Chinese as both a second and foreign language

Jiang

Cohen

2012

SSLLT

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“…Since hanzi can represent lexical items or parts of lexical items, and there are no visual clues to lexical item boundaries, readers of L2 Chinese must parse the sentence in order to identify its constituents, and since this involves linguistic processes, word reading in Chinese is part of higher-level processes. Lexical parsing is a difficult task for L2 learners of Chinese (Everson & Ke, 1997), because many polymorphemic lexical items are not listed in their mental lexicons due to limited vocabulary knowledge, and because they have limited probabilistic knowledge of collocations in Chinese. The addition of interword spacing provides CSL readers with lexically pre-parsed materials.…”

Section: Possible Explanations For the Facilitative Effects Of Interwmentioning

confidence: 99%

Effects of interword spacing on native English readers of Chinese as a second language

Bassetti¹,

2016

International Review of Applied Linguistics in Language Teaching

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Interword spacing facilitates English native readers but not native readers of Chinese, a writing system that does not mark word boundaries. L1-English readers of Chinese as a Second Language (CSL) could then be facilitated if spacing is added between words in Chinese materials. However, previous studies produced inconsistent results. This study tested the hypothesis that interword spacing facilitates L1-English CSL readers. We used an online multiple-choice gap-filling task to test 12 English CSL readers and 12 Chinese natives reading a series of eight texts of suitable difficulty, written with or without interword spacing. The CSL readers read faster with interword spacing than without, while Chinese native readers were not affected. The interword spacing effect was negatively correlated with measures of reading proficiency. It is argued that interword spacing facilitates CSL readers reading materials of sufficient difficulty by facilitating their lexical parsing. Pedagogical implications are discussed.

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Graphic Display of Linguistic Information in English as a Foreign Language Reading

2008

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Two studies investigated the advantage and instructional effectiveness of the spatial graphic representation of an English sentence with coordinators over a linear sentential representation in English as a foreign language (EFL) reading settings. Experiment 1, Study 1, examined whether readers studying EFL could better comprehend the sentencein which multiple information items are connected by coordinating conjunctions-when provided with a spatial representation than when provided with a sentential representation. Experiment 2 of Study 1 examined whether the advantage observed in Experiment 1 was due to Larkin and Simon's (1987) computational efficacy by testing whether two different task-completion times would affect the performance of two different display groups. Study 2 examined the effectiveness of the instruction manual, which we compiled, in enabling students to rearrange a linear text with coordinating conjunctions into a spatial display for self-study. The results indicated that the spatial graphic display enhanced EFL readers' comprehension of sentences with coordinators more than the sentential display did, and EFL readers were able to accurately rearrange a linear sentential text into a spatial display by using the instruction manual. TESOL QUARTERLY

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An Exploratory Study into the Reading Strategies of Learners of Japanese as a Foreign Language

Cited by 40 publications

References 0 publications

A critical review of research on strategies in learning Chinese as both a second and foreign language

A critical review of research on strategies in learning Chinese as both a second and foreign language

Effects of interword spacing on native English readers of Chinese as a second language

Graphic Display of Linguistic Information in English as a Foreign Language Reading

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