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Current & Future Research Directions in Singapore Mandarin ...
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シノロジーの方法論を生かした青木正児の支那学研究 : 狩野直喜の方法論との相違に触れて ; Aoki Masaru's Chinese Studies based on the method of European Sinology : Also on the Differences with Kano Naoki’s method
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Exploration of secondary EFL teachers' and students' perceptions of extensive reading in English and its implementation in Chinese secondary schools: a longitudinal case study
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The Relationship Between Chinese EFL Learners’ Reading Self-Efficacy and Use of Metacognitive Reading Strategies
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Is phonological information necessary for learning the meanings of Chinese characters?—A follow-up study ...
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Switching Costs in Code-Mixing: Processing Digraphic Text in Social Media Settings by Young Cantonese Speakers ...
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Problems with Perceptual and Cognitive Idiosyncrasies in Li Wenjun’s Translation of the Benjy Section of Faulkner's The Sound and the Fury
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In: CLCWeb: Comparative Literature and Culture (2021)
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The Predictive Role of Grapho-Morphological Knowledge in Reading Comprehension for Beginning-Level L2 Chinese Learners
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In: Modern and Classical Languages, Literatures and Cultures Faculty Publications (2021)
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Etymologies of Chinese Hànzì and Japanese Kanji: Explanations on Liùshū 六書 and Rikusho 六書
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In: Chinese Language Teaching Methodology and Technology (2020)
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КОМПЛЕКСНЫЙ ПОДХОД К РАБОТЕ С МЕДИАТЕКСТОМ В КИТАЙСКОЙ АУДИТОРИИ ... : AN INTEGRATED APPROACH TO THE MEDIA TEXT STUDIES THE CHINESE AUDIENCE ...
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Morphological Intervention in Promoting Higher-Order Reading Abilities among College-Level Second Language Learners
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In: Sustainability ; Volume 12 ; Issue 4 (2020)
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Abstract:
Reading success in a second language (L2) is vital to sustainable language and academic development because reading serves as a tool to absorb and learn new knowledge. Particularly in the context of college English as a foreign language (EFL), students constantly face the challenge to read English material to develop content knowledge. The current study investigated the effect of explicit morphological instruction on L2 students&rsquo ; higher-order inferencing and comprehension abilities. Sixty-two Chinese collegiate EFL students who were taking an intensive reading course (31 in the treatment class and 31 in the control class) participated in this study. The morphological intervention in the treatment class focused on identifying, decomposing, analyzing, associating, applying word parts in context. The control class received no explicit instruction in morphological awareness. After one semester of instruction, a series of morphology, inferencing and comprehension measures were administered to the participating students. The results showed that the didactic intervention of morphological awareness contributed to morphological knowledge and word-meaning inferencing ability, whereas there was no significant relationship between morphological intervention and text-based inference and comprehension abilities. The findings suggest that the intervention has a direct impact on word learning ability ; however, higher-order processing skills may not directly benefit from it in a short period of time. Given that reading comprehension requires fine-tuned understandings of both local meanings and global contextual information, morphological awareness may not have an immediate effect on comprehension. Applied implications are also discussed in relation to effective morphological instruction and reading development in L2 contexts.
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Keyword:
Chinese EFL students; experimental and control; morphology; reading comprehension; word learning
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URL: https://doi.org/10.3390/su12041465
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21G.104 Chinese IV (Regular), Spring 2006 ; Chinese IV (Regular)
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Is it smart to read on your phone? The impact of reading format and culture on the continued influence of misinformation
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The Effect of Word Predictability on Phonological Activation in Cantonese Reading: A Study of Eye-Fixations and Pupillary Response
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The effectiveness of a wiki-enhanced TBLT approach implemented at the syllabus level in the teaching of Chinese as a foreign language
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In: World Languages and Cultures Publications (2019)
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Establishing a role for the visual complexity of lingustic stimuli in age-related reading difficulty: Evidence from eye movements during Chinese reading
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Li, L; Li, S; Xie, F. - : Springer (part of Springer Nature), Psychonomic Society, 2019
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