Are alphabetic language -derived models of L2 reading relevant to L1 logographic background readers?

Ehrich, John; Zhang, Lawrence Jun; Mu, Jon Congjun; Ehrich, Lisa C.

doi:10.1080/09658416.2011.644796

Cited by 11 publications

(8 citation statements)

References 75 publications

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“…The grammatical knowledge for Chinese scripts was different from English scripts in function word sequences (Cheng et al, 2017;Chen et al, 2018). Past studies showed that the differences between logographical scripts (e.g., Chinese) and alphabetical scripts (e.g., English) were phonology, syntax, and semantic structure (Connor and Connor, 1996;Tsai et al, 2012;Ehrich et al, 2013). For example, Chinese scripts had its unique character structure in which most characters consisted of a radical part for the semantic function of the character and the object character for pronunciation function (e.g., McBride-Chang et al, 2003).…”

Section: Language Typementioning

confidence: 99%

“…Recently, Castles et al (2018) revealed that the foundation skill of metalinguistic knowledge might be PA for alphabetical language. However, Chinese logographic scripts' reading material has a very different cognition system from alphabetical scripts' reading material in terms of grammatical knowledge, character structure, and pronunciation rules (Tsai et al, 2012;Ehrich et al, 2013). Alphabetical language (e.g., English) followed spelling-to-sound mappings (Zhu et al, 2014); that is, most alphabetical languages have a left-to-right structure of letter strings and use letters mapping on to the phonemes.…”

Section: Introductionmentioning

confidence: 99%

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Reading Comprehension and Metalinguistic Knowledge in Chinese Readers: A Meta-Analysis

et al. 2020

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Metalinguistic knowledge has a facilitative effect on reading comprehension. This meta-analysis examined the relationship between metalinguistic knowledge and reading comprehension among Chinese students. By focusing on both Chinese and English scripts' reading comprehension performance, this study synthesized 46 studies with 73 independent samples that represented 10,793 Chinese students from primary school to university levels. We found that in both Chinese and English scripts' reading, morphological awareness had the strongest correlation with reading comprehension, whereas both phonological awareness and orthographical skill had a similar medium correlation with reading comprehension. All three metalinguistic knowledge, which was not significantly influenced by the selected moderators of grade group, area, language type, and assessment, had an independent correlation with reading comprehension. The results suggested that reading stages did not significantly impact the function of metalinguistic knowledge on both Chinese and English scripts' reading comprehension for Chinese students. In addition, for Chinese students, morphological awareness plays a more important role than phonological awareness and orthographical skill in both Chinese and English scripts' reading comprehension.

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Section: Language Typementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Reading Comprehension and Metalinguistic Knowledge in Chinese Readers: A Meta-Analysis

et al. 2020

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“…The Koreans exhibited significant links among the three variables, with around 50% of their RC variance explained by decoding; in contrast, the Chinese did not show any significant correlations among the variables, even though there were no differences in PA, decoding, or RC test scores between the two groups. These findings were interpreted as showing that the Chinese participants had explicit phoneme-manipulation skills but did not utilize them during the reading process, because they relied more on orthographic processing than on phonological processing (see also Ehrich, Zhang, Mu, & Ehrich, 2013). Koda (1998) thus suggested that L2-English readers without alphabetic reading experience in their L1 go through a qualitatively different cognitive process from those with an alphabetic L1 background.…”

Section: Introductionmentioning

confidence: 99%

Phonemic Awareness and Reading Comprehension among Japanese Adult Learners of English

Yoshikawa¹,

Yamashita²

2014

OJML

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Phonemic awareness (PA) accounts for individual differences in early reading achievement in English as a first language (L1), but its effect generally fades with age. However, in English as a second language (L2), PA may still explain variation in reading ability among the adult population, depending on the readers' L1 background. We examined the role of PA in the reading comprehension of L1-Japanese readers to closely examine the relationship between PA and reading comprehension. A path analysis revealed that PA makes an indirect contribution to reading comprehension through decoding, which along with vocabulary knowledge directly supports reading comprehension. The present study provides evidence for a role, albeit indirect, played by PA in L2-English reading by L1-Japanese adult readers, and thus lends support to the understanding of the importance of fundamental phonological processing in L2 reading.

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“…First, Bernhardt's () model of the second language reading process, which serves as a theoretical foundation for this teaching approach, was based on empirical data collected in a variety of Western languages. More recent research has also suggested that the core tenets of this model can be applied to language pairings that include logographic and syllabic scripts (Ehrich, Zhang, Mu, & Ehrich, ; Jiang, ). Moreover, the reading strategy of generating questions investigated in this study does not directly relate to the decoding process.…”

Section: Discussionmentioning

confidence: 99%

Questioning the Text: Advancing Literary Reading in the Second Language Through Web‐Based Strategy Training

Urlaub

2013

Foreign Language Annals

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This study assessed language learners' perceptions of an instructional approach to literary reading in the second language. The approach under investigation is based on a Web tutorial that teaches questioning strategies. Seventy‐eight German students enrolled at a state university in the United States participated in the study. Questionnaire data suggest that most of the learners perceived the approach positively in regard to its impact in facilitating the development of literary reading competencies in the second language. Students with positive perceptions about the Web tutorial were more likely to report a positive affective response to the literary texts and a higher motivation to continue the study of German beyond the university's foreign language requirement.

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Are alphabetic language -derived models of L2 reading relevant to L1 logographic background readers?

Cited by 11 publications

References 75 publications

Reading Comprehension and Metalinguistic Knowledge in Chinese Readers: A Meta-Analysis

Reading Comprehension and Metalinguistic Knowledge in Chinese Readers: A Meta-Analysis

Phonemic Awareness and Reading Comprehension among Japanese Adult Learners of English

Questioning the Text: Advancing Literary Reading in the Second Language Through Web‐Based Strategy Training

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