This study investigates word recognition processes and strategies of intermediate learners of Chinese as a Second Language （CSL） in contextual reading settings. Two intermediate CSL learners were chosen as research ...This study investigates word recognition processes and strategies of intermediate learners of Chinese as a Second Language （CSL） in contextual reading settings. Two intermediate CSL learners were chosen as research participants, and think-aloud methods and retrospective interviews were used to collect data. The data were analyzed by using Moustakas＇ data analysis procedure, CresweU＇s three steps and Bogdon and Biklen＇s data analysis methods. Results indicated that intermediate CSL learners go through different processes of word recognition as it might be automatic, based on context, pronunciation, previous knowledge and the meaning of characters, or, in case of word recognition failure, skipping the words or skipping them but reading them again later; and their word recognition strategies in contextual reading settings mainly include cognitive strategies and self-regulatory strategies. Among these strategies, cognitive strategies consist of direct transformation, translation, interpretation, guessing, inferring and finding key words; and self-regulatory strategies include metacognitive strategies, behavior regulating strategies, emotion regulating strategies and motivation regulating strategies. A model of intermediate CSL learners＇ word recognition strategies can be constructed based on the results. The present study provides both theoretical and pedagogical implications in the field of CSL vocabulary acquisition and teaching.展开更多
This paper reports a case study that explores elementary learners＇ reading anxiety over Chinese as a second language （CSL）. Two elementary CSL learners were chosen as research participants. Lived experience descrip...This paper reports a case study that explores elementary learners＇ reading anxiety over Chinese as a second language （CSL）. Two elementary CSL learners were chosen as research participants. Lived experience descriptions, think-aloud, retrospective interviews, field observations, and research journal writings were used to investigate the sources of elementary CSL learners＇ reading anxiety and the ways employed to reduce their reading anxiety. The data were analyzed by Moustakas＇ （1994） data analysis procedures, Creswell＇s （2007） three steps, and Bogdon ＆ Biklen＇s （1992） data analysis methods. Results show that elementary CSL learners do have reading anxiety in their reading process and the sources of the anxiety include cross-linguistic differences between English and Chinese expressions, lack of previous knowledge, difficult and complex vocabulary, wrong guesses, and comprehension difficulties. Both participants tried to use strategies such as guessing, looking up words, understanding two character words based on the meaning of each character, skipping and keepitag reading, and using previous knowledge to predict the rest of the text to reduce their reading anxiety. The present study provides both theoretical and pedagogical implications in the field of CSL reading learning and teaching.展开更多
该文以情感词汇词典为依托,通过四部小说中情感词汇的提取,对比和分析四部小说用词的情感分类、词性种类、极性和强度。在此基础上研究汉语作为第二语言(Chinese as a second language, CSL)学习者对"接受性词汇"的情感词汇...该文以情感词汇词典为依托,通过四部小说中情感词汇的提取,对比和分析四部小说用词的情感分类、词性种类、极性和强度。在此基础上研究汉语作为第二语言(Chinese as a second language, CSL)学习者对"接受性词汇"的情感词汇熟悉度测量表现和"产出性词汇"的情感词汇输出表现,并进行了科勒-拉普假设检验。该文发现,现代汉语长篇小说在情感词汇的使用上,并不会因为作者、题材、内容不同而产生较大差异,文本中21类情感词赞扬类和贬责类占总词数的一半。另外,CSL学习者对频率高的情感词汇熟悉度不够,他们在产出情感词汇时动词和形容词产出不够丰富,悲伤类的词语产出较少,对表达强烈感情的词汇掌握的也不够多。展开更多
文摘This study investigates word recognition processes and strategies of intermediate learners of Chinese as a Second Language （CSL） in contextual reading settings. Two intermediate CSL learners were chosen as research participants, and think-aloud methods and retrospective interviews were used to collect data. The data were analyzed by using Moustakas＇ data analysis procedure, CresweU＇s three steps and Bogdon and Biklen＇s data analysis methods. Results indicated that intermediate CSL learners go through different processes of word recognition as it might be automatic, based on context, pronunciation, previous knowledge and the meaning of characters, or, in case of word recognition failure, skipping the words or skipping them but reading them again later; and their word recognition strategies in contextual reading settings mainly include cognitive strategies and self-regulatory strategies. Among these strategies, cognitive strategies consist of direct transformation, translation, interpretation, guessing, inferring and finding key words; and self-regulatory strategies include metacognitive strategies, behavior regulating strategies, emotion regulating strategies and motivation regulating strategies. A model of intermediate CSL learners＇ word recognition strategies can be constructed based on the results. The present study provides both theoretical and pedagogical implications in the field of CSL vocabulary acquisition and teaching.
文摘This paper reports a case study that explores elementary learners＇ reading anxiety over Chinese as a second language （CSL）. Two elementary CSL learners were chosen as research participants. Lived experience descriptions, think-aloud, retrospective interviews, field observations, and research journal writings were used to investigate the sources of elementary CSL learners＇ reading anxiety and the ways employed to reduce their reading anxiety. The data were analyzed by Moustakas＇ （1994） data analysis procedures, Creswell＇s （2007） three steps, and Bogdon ＆ Biklen＇s （1992） data analysis methods. Results show that elementary CSL learners do have reading anxiety in their reading process and the sources of the anxiety include cross-linguistic differences between English and Chinese expressions, lack of previous knowledge, difficult and complex vocabulary, wrong guesses, and comprehension difficulties. Both participants tried to use strategies such as guessing, looking up words, understanding two character words based on the meaning of each character, skipping and keepitag reading, and using previous knowledge to predict the rest of the text to reduce their reading anxiety. The present study provides both theoretical and pedagogical implications in the field of CSL reading learning and teaching.
文摘该文以情感词汇词典为依托,通过四部小说中情感词汇的提取,对比和分析四部小说用词的情感分类、词性种类、极性和强度。在此基础上研究汉语作为第二语言(Chinese as a second language, CSL)学习者对"接受性词汇"的情感词汇熟悉度测量表现和"产出性词汇"的情感词汇输出表现,并进行了科勒-拉普假设检验。该文发现,现代汉语长篇小说在情感词汇的使用上,并不会因为作者、题材、内容不同而产生较大差异,文本中21类情感词赞扬类和贬责类占总词数的一半。另外,CSL学习者对频率高的情感词汇熟悉度不够,他们在产出情感词汇时动词和形容词产出不够丰富,悲伤类的词语产出较少,对表达强烈感情的词汇掌握的也不够多。
