Review of Research on Learning and Instruction with Specific Reference to Reading Chinese as an Additional Language (1976–2018)

Ke, Sihui

doi:10.1007/s11516-020-0002-z

Cited by 9 publications

(8 citation statements)

References 48 publications

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“…Currently, in CSL teaching, learners are commonly taught to learn single characters by rote. Previous research has suggested explicit instructions on orthographic knowledge are necessary for reading CSL (e.g., Nguyen et al, 2017 ; Gong et al, 2018 ; Ke, 2020 ). In light of our findings, teachers are recommended to help students better grasp the written form of words, rather than simply memorizing more characters.…”

Section: Limitations and Implicationsmentioning

confidence: 99%

Lexical Orthographic Knowledge Mediates the Relationship Between Character Reading and Reading Comprehension Among Learners With Chinese as a Second Language

2022

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Reading in Chinese is complex because readers should not only recognize characters by basic units (i.e., characters) but also integrate characters into words when reading text. While many efforts have been devoted to investigating the effect of sub-lexical orthographic knowledge in Chinese character reading, less is known about the role played by lexical orthographic knowledge at word level. A total of 424 secondary learners with Chinese as a second language (CSL) in Hong Kong were assessed with character reading, reading comprehension, and two lexical orthographic knowledge tasks: lexical orthographic choice (OKC) and lexical orthographic choice in context (OKCC). Path analysis results demonstrated that these lexical orthographic skills significantly mediated the effect of character reading on comprehension, in which OKCC was a more critical mediator as its mediating effect was bigger than that of OKC. Further analyses showed that these mediating effects were significant only among students with richer learning experience (i.e., learning Chinese for 4 years or above). Our results illustrate the possible trajectory of CSL learners’ literacy development from character reading to reading comprehension and provide pedagogical implications for teaching and learning.

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Section: Limitations and Implicationsmentioning

confidence: 99%

Lexical Orthographic Knowledge Mediates the Relationship Between Character Reading and Reading Comprehension Among Learners With Chinese as a Second Language

2022

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“…In the past decade, Chinese language teaching and learning as a FL or L2 has attracted more and more attention in and outside China (Gong et al, 2020b(Gong et al, , 2021Ke, 2020). However, there still exists a disparity between the development of L2/FL Chinese and L2 English strategy use research (Jiang and Cohen, 2012;Ma et al, 2017).…”

Section: Strategy Use and L2 Chinese Reading Comprehensionmentioning

confidence: 99%

“…Most research in mainland Chinese journals still describes L2 learners' strategy use in Chinese reading through classroom observation and explains well-recognized strategy taxonomies (Jiang and Cohen, 2012). Moreover, most empirical studies have examined strategy use in lower-level reading processes, such as character recognition and word segmentation (Shen, 2004(Shen, , 2005Ke, 2020), rather than higher-level processes involving inferential comprehension.…”

Section: Strategy Use and L2 Chinese Reading Comprehensionmentioning

confidence: 99%

Motivational Strategies, Language Learning Strategies, and Literal and Inferential Comprehension in Second Language Chinese Reading: A Structural Equation Modeling Study

Lin

Lam²,

Tse³

2021

Front. Psychol.

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Motivational strategies have been recognized as a crucial but insufficiently explored component in second language (L2) learning. This study intends to explore the relationships between motivational strategies, language learning strategies, and literal and inferential comprehension in L2 Chinese reading. Data were collected from 547 international students of universities in mainland China through a strategy use questionnaire and a Chinese reading test. The analysis of the structural equation model indicated that motivational strategies indirectly affected literal comprehension through the mediation of learning strategies. Moreover, motivational strategies were found to directly affect inferential comprehension. The results emphasize the need for a more sophisticated analysis of the motivational strategies and language learning strategies in L2 Chinese reading.

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“…Our search of the literature (as detailed in the section ‘Literature search’) identified 10 existing papers, published in English, providing reviews of CFL research. However, six of them review a specific topic of research within CFL (Hughes et al, 2019; Ke, 2020; Li & Li, 2020; Lyu & Qi, 2020; Zhao, 2011; Zhou, 2020); one reviews just two books (Mai, 2016); and the remaining three papers are general reviews but are based on (a) publications predominantly or solely in Chinese using China‐based journals and (b) literature published in a relatively short period of time, ranging from 4 years to 13 (Gong et al, 2020; Gong, Hu, & Lai, 2018; Gong et al, 2018; Ma et al, 2017). In other words, we were unable to identify any systematic review or meta‐analysis of the overall trend of CFL research based on publications written in English that would address an international readership.…”

Section: Introductionmentioning

confidence: 99%

Learning and teaching Chinese as a foreign language: A scoping review

Chan

Woore

Molway

et al. 2022

Review of Education

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Despite the growth of research in learning and teaching Chinese as a Foreign Language (CFL), no scoping review of research published in international, anglophone journals has been published so far. A total of 289 journal articles published in 95 journals were identified and used to provide a bibliometric mapping of research in CFL over three decades. Data from the sampled articles reveals a great diversity of focus in CFL research that has been conducted in more than 24 countries. The included articles also reflect an upsurge in research intensity across several key areas of focus, some of which are related to the distinctive linguistic features of the Chinese language. We also report on the research methods employed by the studies in our sample and the characteristics of their participants. Our mapping of the field identifies gaps in the existing literature which may subsequently inform any focused or comprehensive reviews. We conclude by setting out some implications for future CFL research, both in terms of substantive areas of focus and methodological approaches.

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Review of Research on Learning and Instruction with Specific Reference to Reading Chinese as an Additional Language (1976–2018)

Cited by 9 publications

References 48 publications

Lexical Orthographic Knowledge Mediates the Relationship Between Character Reading and Reading Comprehension Among Learners With Chinese as a Second Language

Lexical Orthographic Knowledge Mediates the Relationship Between Character Reading and Reading Comprehension Among Learners With Chinese as a Second Language

Motivational Strategies, Language Learning Strategies, and Literal and Inferential Comprehension in Second Language Chinese Reading: A Structural Equation Modeling Study

Learning and teaching Chinese as a foreign language: A scoping review

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