Word-specific and word-general knowledge in L2 Chinese lexical inference: An exploration of word learning strategies

Zhang, Haomin; Koda, Keiko; Han, Yuting; Lin, Jiexin

doi:10.1016/j.system.2019.102146

Cited by 10 publications

(9 citation statements)

References 33 publications

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“…Although meaning activation was involved, the measurement of character knowledge itself was to capture the ability to understand the orthographic forms of Chinese words. Form-and meaninginduced abilities in word processing seem to generate various degrees of contribution to reading comprehension (Zhang et al, 2019). Second, given the covariates of morphological awareness and vocabulary knowledge, this study verified a mediating effect through lexical inference.…”

Section: Direct and Indirect Effects Of Morphological Awareness And Vocabulary Knowledge On L2 Chinese Reading Comprehensionsupporting

confidence: 57%

“…The character knowledge test was to assess the ability of learners to extract graphic representations (Chinese characters) of visually presented stimuli (Zhang et al, 2019). The participants were required to choose the most appropriate Chinese character combinations in each stimulus.…”

Section: Character Knowledgementioning

confidence: 99%

“…This task tapped into the ability of learners to match semantic meanings with visually presented words (Zhang et al, 2019). The participants were required to choose the correct meaning for each word.…”

Section: Word-meaning Knowledgementioning

confidence: 99%

“…In an initial pilot study, 14 level-appropriate Chinese learners in the USA were asked to assess the familiarity of 20 initially selected words, and 16 compound words were finalized. The lexical inferencing measurement has also been validated in the prior studies of researchers (Zhang and Koda, 2018a;Zhang et al, 2019). In this task, each compound word was placed into a sentence, and the participants were required to derive word meanings by the given information (partial word/morphological information and contextual clues).…”

Section: Lexical Inferencing Abilitymentioning

confidence: 99%

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Morphological Awareness in L2 Chinese Reading Comprehension: Testing of Mediating Routes

Zhang

et al. 2021

Front. Psychol.

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This study aims to examine the contribution of morphological awareness to second language (L2) Chinese reading comprehension through potential mediating factors. Adult L2 Chinese learners (n = 447) participated in the study and completed two morphological awareness tasks (segmentation and discrimination), two vocabulary knowledge tasks (character knowledge and word-meaning knowledge), one lexical inference task, and one reading comprehension task. By testing alternative path models, this study identified the preferred model assuming the covariates of morphological awareness and vocabulary knowledge. Morphological awareness and vocabulary knowledge jointly contributed to L2 Chinese reading comprehension through lexical inference. The written modality of morphological awareness induced the activation of both morphological and orthographic information in print. The result suggests that morphological awareness (in the form of grapho-morphological knowledge) and vocabulary knowledge seem to be two parallel components under the same construct predicting Chinese reading comprehension. More importantly, this study underscores the intermediary effect of lexical inference in associating morphological awareness and reading comprehension in L2 Chinese learners.

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Section: Direct and Indirect Effects Of Morphological Awareness And Vocabulary Knowledge On L2 Chinese Reading Comprehensionsupporting

confidence: 57%

Section: Character Knowledgementioning

confidence: 99%

Section: Word-meaning Knowledgementioning

confidence: 99%

Section: Lexical Inferencing Abilitymentioning

confidence: 99%

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Morphological Awareness in L2 Chinese Reading Comprehension: Testing of Mediating Routes

Zhang

et al. 2021

Front. Psychol.

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“…Previous studies have also confirmed that if learners do not reach a certain level, their limited word knowledge would hinder their utilizing contextual information to understanding unfamiliar words. More recently, Zhang et al (2019) further consolidated that specific knowledge and general metalinguistic awareness collectively facilitate inferencing capacities in L2 Chinese. However, it still remains unclear as to whether the contributions of word-specific and word-general knowledge vary in word learning and reading abilities according to different language proficiency levels.…”

Section: Introductionmentioning

confidence: 96%

Word Knowledge in L2 Chinese Lexical Inference: A Moderated Path Analysis of Language Proficiency Level and Heritage Status

Zhang

Zhang²,

Wang³

et al. 2022

Front. Psychol.

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This study explored the effect of word knowledge facets (word-general and word-specific knowledge) on second language (L2) Chinese lexical inference by highlighting the moderating effect of language proficiency level and learners’ heritage status. L2 Chinese learners with a mixture of linguistic (low-intermediate and high-intermediate) and cultural (heritage and non-heritage) backgrounds completed a series of word-knowledge measurements as well as a lexical inferencing task. Through a moderated path model, the study demonstrated that word-general knowledge (morphological awareness) and word-specific knowledge (vocabulary knowledge) contributed to L2 Chinese lexical inference. In addition, the study underlined the moderating effect of heritage status on the correlation between word knowledge and lexical inference. Given the distinct patterns between heritage and non-heritage learners, morphological awareness may define the characteristics of reading profiles in the Chinese heritage learner population.

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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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Word-specific and word-general knowledge in L2 Chinese lexical inference: An exploration of word learning strategies

Cited by 10 publications

References 33 publications

Morphological Awareness in L2 Chinese Reading Comprehension: Testing of Mediating Routes

Morphological Awareness in L2 Chinese Reading Comprehension: Testing of Mediating Routes

Word Knowledge in L2 Chinese Lexical Inference: A Moderated Path Analysis of Language Proficiency Level and Heritage Status

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

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