By Clay Williams
This ebook investigates inherent, structural modifications within the chinese language and English writing platforms which predispose newbies from early life to boost particular literacy-learning suggestions, which may impair later efforts at studying overseas language literacy if the overseas language script varies considerably from the local language script. It compares academic practices and philosophies in chinese language and English-speaking school rooms, and examines the mental underpinnings of those literacy studying thoughts. This publication offers psychometric checking out of grownup analyzing approach defaults and examines case research info, revealing that chinese language scholars are at risk of misapplying chinese language character-level processing options to English notice id projects, which decreases analyzing potency, and finally may end up in studying failure. ultimately, a brand new academic framework is proposed for instructing starting language-specific notice id and literacy-learning talents to freshmen whose first language script varies considerably from that of the objective language.
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Extra resources for Teaching English Reading in the Chinese-Speaking World: Building Strategies Across Scripts
Example text
The input hypothesis. Harlow: Longman. , & Long, M. H. (1991). An introduction to second language acquisition research. London: Longman. Laufer, B. (1997). The lexical plight in second language reading. In J. Coady & T. ), Second language vocabulary acquisition (pp. 20–34). Cambridge: Cambridge University Press. 18 1 Introductions to Literacy Nagy, W. , & Anderson, R. C. (1984). How many words are there in printed English? Reading Research Quarterly, 19, 304–330. Nation, I. S. P. (2001). Learning vocabulary in another language.
2010). Chinese literacy-learning strategy impact on English reading development: A case study of Taiwanese learners of English. Asian EFL Journal, 41, 3–23. Williams, C. (2013). Emerging development of semantic and phonological routes to character decoding in Chinese as a foreign language learners. Reading and Writing, 26(2), 293–315. Williams, C. (2014). The development of intra-character radical awareness in L1 Chinese children: Changing strategies. Journal of the Chinese Language Teachers Association, 49(2), 1–26.
Basic canonical sentence order is SVO (subject, verb, object), so it tends to have an intuitive feel, at least for English speakers. One of the key features which westerners often hold up as emblematic of the “simplicity” of Chinese grammar is that Chinese verbs are neither inflected for person, number, nor tense. To explain what I mean by that, I’ll ask the western reader to cast their mind back to high school. ). , the verb “to sing”: cantar, would be conjugated as canto, cantas, canta, cantamos, cantáis, and cantan, respectively).