Journal article
An Inquiry into the Reading Strategies of Intermediate and Advanced Learners of Chinese as a Foreign Language
Journal of the Chinese Language Teachers Association, Vol.32(1), pp.1-20
02/01/1997
Abstract
Elizabeth B. Bernhardt's (eg, 1991) model of second-language reading processes, which views reading as an interactive process involving the simultaneous interaction of text- & conceptually driven factors, is applied to determine the strategies used by Chinese as a foreign language learners. Native-English-speaking third & 4th-year university Chinese language students (N = 5 & 2, respectively) were asked to silently read a short newspaper passage & then verbally report the processes used to complete the task. Reports were recorded & transcribed. Subjects (Ss) were then told to silently reread the passage & complete a recall protocol in which they had to write down everything they could remember from the text in English without referring back to the text. Bernhardt's model was seen to provide a useful framework to categorize observations. Intermediate Ss were found to have orthographic difficulty isolating meaningful word units that advanced Ss were able to overcome through the use of character networks. Advanced Ss were also shown to use sound remediation, possibly attributable to the more abundant spoken language resources available. Pedagogical implications are discussed. 1 Appendix, 38 References. M. Gordon
Details
- Title: Subtitle
- An Inquiry into the Reading Strategies of Intermediate and Advanced Learners of Chinese as a Foreign Language
- Creators
- Michael EversonChuanren Ke
- Resource Type
- Journal article
- Publication Details
- Journal of the Chinese Language Teachers Association, Vol.32(1), pp.1-20
- ISSN
- 0009-4595
- Language
- English
- Date published
- 02/01/1997
- Academic Unit
- Asian and Slavic Languages and Literatures; International Programs; Teaching and Learning
- Record Identifier
- 9984398778402771
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