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A Case Study on Intermediate CSL Learners' Word Recognition Processes and Strategies in Contextual Reading Settings 被引量:1
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作者 Shaoqian Luo Xiaohui SUN 《Chinese Journal of Applied Linguistics》 2018年第3期288-305,396,共19页
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
关键词 intermediate csl learners word recognition processes strategies contextual reading settings
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A Case Study on Elementary CSL Learners' Reading Anxiety 被引量:1
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作者 Xiaohui SUN Shaoqian LUO 《Chinese Journal of Applied Linguistics》 2018年第3期306-320,396,397,共17页
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
关键词 elementary csl learners reading anxiety ways to reduce anxiety reading learning and teaching
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