Word Learning in L2 Chinese: from Perspectives of Learner-Related and Language-Related Factors

Chen, Tianxu

doi:10.1007/s10936-020-09740-5

Cited by 4 publications

(3 citation statements)

References 39 publications

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“…The task was similar to a vocabulary knowledge scale (e.g., Paribakht & Wesche, 1993). The format of the present task was adopted from Chen (2019aChen ( , 2020, which aimed to measure the participants' variation in levels of self-perceived knowledge for specific characters' meanings. The previous study focused on transparent character retention whereas the present task measured nontransparent character retention.…”

Section: Methodsmentioning

confidence: 99%

“…Specifically, eight fillers were high frequency characters selected from the textbooks, and the other eight low-frequency fillers were assumed to be unfamiliar to the participants. It should be noted that the rubric of this task was the same as Chen (2019aChen ( , 2020, and the fillers were not included in the final scores. The maximum score in this task was 64.…”

Section: Methodsmentioning

confidence: 99%

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Nontransparent Compound Character Learning in L2 Chinese: Does Radical Awareness Always Work?

Chen

Feng

2020

Sage Open

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Chinese character learning requires various reading subskills, such as radical awareness and character knowledge. Radical awareness refers to learners’ ability to identify, analyze, and apply semantic radicals in compound characters. Previous studies have shown that radical awareness and character knowledge facilitate learning semantically transparent characters. Yet, little is known regarding whether radical awareness plays an active role in the meaning retention for nontransparent characters. The meanings of transparent characters, such as “河” (river) containing the radical “氵” (water), are related to the semantic category of the radicals within the characters, whereas the meanings of nontransparent characters, such as “淑” (kind and gentle) with the same radical “氵,” are not directly related to the radicals. To fill these gaps, this study included 39 L2 Chinese learners at one American university. They completed one character-learning session, and five radical-related and character-related tasks. The results suggested that radical awareness did not positively affect the meaning retention for nontransparent characters when learners’ character knowledge was controlled. In addition, character knowledge was a moderator, which shaped the relationship between radical awareness and character retention. Pedagogical implications for the understanding of L2 Chinese compound character learning are discussed.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Nontransparent Compound Character Learning in L2 Chinese: Does Radical Awareness Always Work?

Chen

Feng

2020

Sage Open

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“…Is there any additional influence from Chinese linguistic knowledge on the transfer of English MA? Our hypothesis is as follows: Interlingually, due to the writing system difference between morphophonemic English and morphosyllabic Chinese, the transfer facilitation effect of English MA is mediated by Chinese MA (i.e., there is no crossover or direct transfer effect from English MA to Chinese word reading); intralingually, due to the associations between MA and linguistic knowledge (e.g., Chen, 2018Chen, , 2020 and between MA and word reading (e.g., Tong et al, 2016), Chinese MA contributes both directly and indirectly via Chinese linguistic knowledge to Chinese multicharacter word reading (as shown in Figure 1).…”

Section: Research Questions and Hypothesesmentioning

confidence: 99%

Transfer facilitation effects of morphological awareness on multicharacter word reading in Chinese as a foreign language

Koda

2021

Applied Psycholinguistics

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This study examined the transfer facilitation effects from English morphological awareness on Chinese multicharacter word reading in English-speaking adult learners of Chinese as a foreign language (CFL). Fifty English-speaking American university CFL learners participated in our study who measured their English morphological awareness, Chinese morphological awareness, Chinese linguistic knowledge, Chinese word reading, and working memory. There were three major findings: (1) with approximately three years of formal Chinese instruction and limited Chinese print input, English-speaking adult learners of Chinese developed sensitivity to the internal morphological structure of multicharacter words in Chinese. (2) English morphological awareness did not directly contribute to Chinese bimorphemic three-character pseudoword reading yet contributed indirectly via the joint serial mediation by Chinese morphological awareness and Chinese monomorphemic two-character real word reading. (3) There was no additional influence from Chinese linguistic knowledge on Chinese word reading. And, English morphological awareness explained about 3.64% of the variance in second language Chinese bimorphemic three-character pseudoword reading. Discussion is provided regarding the transfer facilitation mechanism through which first language morphological awareness contributes to adult second language reading acquisition.

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Word-meaning inference in L2 Chinese: an interactive effect of learners’ linguistic knowledge and words’ semantic transparency

2020

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Word Learning in L2 Chinese: from Perspectives of Learner-Related and Language-Related Factors

Cited by 4 publications

References 39 publications

Nontransparent Compound Character Learning in L2 Chinese: Does Radical Awareness Always Work?

Nontransparent Compound Character Learning in L2 Chinese: Does Radical Awareness Always Work?

Transfer facilitation effects of morphological awareness on multicharacter word reading in Chinese as a foreign language

Word-meaning inference in L2 Chinese: an interactive effect of learners’ linguistic knowledge and words’ semantic transparency

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