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Is There Any Space for Critical Literacy? English Language Teachers’ Perceptions, Views, and Perceived Challenges
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Dehdary, N. - : University of Exeter, 2021. : GRADUATE SCHOOL OF EDUCATION, 2021
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The lexical basis of second language reading comprehension: From (sub-)lexical knowledge to processing efficiency
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Self and Peer Assessment in K–12 Chinese Language Classrooms: Teachers’ Perceptions and Implementation
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Morphological Instruction and Reading Development in Young L2 readers: A Scoping Review of Causal Relationships
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Zhang, D; Ke, S. - : Department of English Studies, Adam Mickiewicz University, Kalisz, Poland, 2020
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Cross-linguistic Sharing of Morphological Awareness in Biliteracy Development: A Systematic Review and Meta-analysis of Correlation Coefficients
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Koda, K; Zhang, D; Ke, S. - : Wiley for University of Michigan, Language Learning Research Club, 2020
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The Simple View of Reading Made Complex by Morphological Decoding Fluency in Bilingual Fourth-Grade Readers of English
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Ke, S; Zhang, D. - : International Reading Association / Wiley, 2019
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K-12 Chinese Language Teachers’ Perceptions of Classroom Portfolio Assessment
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Typical vs. atypical: Combining auditory Gestalt perception and acoustic analysis of early vocalisations in Rett syndrome
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Self-regulated learning of vocabulary in English as a Foreign Language
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Cross-lagged analysis of reciprocal effects of morphological awareness and reading in Chinese in a multilingual context
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The relative role of vocabulary and grammatical knowledge in L2 reading comprehension: a systematic review of literature
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Differential contribution of psycholinguistic and cognitive skills to written composition in Chinese as a second language
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Chinese language teachers’ perceptions of technology and instructional use of technology: A path analysis
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Multidimensionality of morphological awareness and text comprehension among young Chinese readers in a multilingual context
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Pedagogical Beliefs and Attitudes toward Information and Communication Technology: A Survey of Teachers of English as a Foreign Language in China
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Pinyin or no pinyin: does access to word pronunciation matter in the assessment of Chinese learners’ vocabulary knowledge?
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Abstract:
Article ; This is the author accepted manuscript. The final version is available from Taylor & Francis (Routledge) via the DOI in this record. ; This study examined the impact of providing access to word pronunciation on the assessment of L2 Chinese learners’ vocabulary knowledge. Chinese heritage learners (HLs) and foreign language learners (FLs) studying in American universities undertook a computer-based test in which they had first to select a picture that represented the meaning of a target word presented in characters only, and then answer the same item presented in both characters and pinyin (i.e. the alphabetic system to facilitate the pronunciation of characters). The provision of pinyin substantially increased the test reliability for both groups of learners but the differences between the no-pinyin and pinyin conditions were less marked for FLs than HLs. In the no-pinyin condition, the groups showed no significant score difference, whereas in the pinyin condition, HLs significantly outperformed FLs. The proportion of HLs who successfully corrected their original choices following provision of pinyin was also notably higher. These findings suggest that provision of pinyin impacted the two groups differentially. Implications for vocabulary knowledge assessment for different types of Chinese learners are discussed.
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Keyword:
Chinese; Foreign language; heritage language; pinyin; vocabulary knowledge
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URL: http://hdl.handle.net/10871/28116 https://doi.org/10.1080/09571736.2017.1289237
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Metalinguistic awareness Malay-English bilingual children’s word reading: A cross-lagged panel study on transfer facilitation
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Motivation, strategy, and English as a foreign language vocabulary learning: A structural equation modelling study
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Derivational Morphology in Reading Comprehension of Chinese-speaking Learners of English: A Longitudinal Structural Equation Modeling Study
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Zhang, D. - : Oxford University Press (OUP), 2016
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Chinese L2 learners’ depth of vocabulary knowledge and its role in reading comprehension
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Zhang, D; Yang, X. - : Wiley for American Council on the Teaching of Foreign Languages, 2016
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