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Article: Cognitive And Lingusitic Factors Affecting Alphasyllabary Language Users Comprehending Chinese Text

TitleCognitive And Lingusitic Factors Affecting Alphasyllabary Language Users Comprehending Chinese Text
Authors
KeywordsChinese text comprehension
Alphasyllabary learners
Working memory
Orthographic
Sentence processing
Issue Date2014
PublisherUniversity of Hawaii, College of Languages, Linguistics, and Literature, Department of Second Language Studies. The Journal's web site is located at http://nflrc.hawaii.edu/rfl/
Citation
Reading in a Foreign Language (Online Edition), 2014, v. 26 n. 1, p. 153-175 How to Cite?
AbstractTwo groups of 13 to14-year-old alphasyllabary language users (mainly Hindi and Urdu), in integrated or designated school settings (respectively 40 and 48 students), were compared with 59 Chinese students in comprehending 4 elementary Chinese texts, each with three inferential questions requiring short open-ended written answers. Three constructs each with two indicators were hypothesized to predict text comprehension differentially in the three groups: verbal working memory, orthographic processing and sentence processing. The 147 students also completed a short questionnaire on their reading and writing of Chinese, a 43-item Students’ Approaches to Learning and a non-verbal general intelligence test. Multivariate analyses of variance and hierarchical multiple regression analyses point to the significant contribution of verbal span working memory, orthographic choice in context and sentence processing in Chinese to Chinese text comprehension. Educational implications include strengthening teaching the structure and function of Chinese characters and words to enhance text comprehension.
Persistent Identifierhttp://hdl.handle.net/10722/203505
ISSN

 

DC FieldValueLanguage
dc.contributor.authorShum, MSKen_US
dc.contributor.authorKi, WWen_US
dc.contributor.authorLeong, CKen_US
dc.date.accessioned2014-09-19T15:16:55Z-
dc.date.available2014-09-19T15:16:55Z-
dc.date.issued2014en_US
dc.identifier.citationReading in a Foreign Language (Online Edition), 2014, v. 26 n. 1, p. 153-175en_US
dc.identifier.issn1539-0578-
dc.identifier.urihttp://hdl.handle.net/10722/203505-
dc.description.abstractTwo groups of 13 to14-year-old alphasyllabary language users (mainly Hindi and Urdu), in integrated or designated school settings (respectively 40 and 48 students), were compared with 59 Chinese students in comprehending 4 elementary Chinese texts, each with three inferential questions requiring short open-ended written answers. Three constructs each with two indicators were hypothesized to predict text comprehension differentially in the three groups: verbal working memory, orthographic processing and sentence processing. The 147 students also completed a short questionnaire on their reading and writing of Chinese, a 43-item Students’ Approaches to Learning and a non-verbal general intelligence test. Multivariate analyses of variance and hierarchical multiple regression analyses point to the significant contribution of verbal span working memory, orthographic choice in context and sentence processing in Chinese to Chinese text comprehension. Educational implications include strengthening teaching the structure and function of Chinese characters and words to enhance text comprehension.en_US
dc.languageengen_US
dc.publisherUniversity of Hawaii, College of Languages, Linguistics, and Literature, Department of Second Language Studies. The Journal's web site is located at http://nflrc.hawaii.edu/rfl/-
dc.relation.ispartofReading in a Foreign Language (Online Edition)en_US
dc.subjectChinese text comprehension-
dc.subjectAlphasyllabary learners-
dc.subjectWorking memory-
dc.subjectOrthographic-
dc.subjectSentence processing-
dc.titleCognitive And Lingusitic Factors Affecting Alphasyllabary Language Users Comprehending Chinese Texten_US
dc.typeArticleen_US
dc.identifier.emailShum, MSK: mskshum@hku.hken_US
dc.identifier.emailKi, WW: hraskww@hku.hken_US
dc.identifier.authorityShum, MSK=rp00956en_US
dc.identifier.authorityKi, WW=rp00912en_US
dc.description.naturelink_to_OA_fulltext-
dc.identifier.hkuros239451en_US
dc.identifier.volume26en_US
dc.identifier.issue1-
dc.identifier.spage153en_US
dc.identifier.epage175en_US
dc.publisher.placeUnited Statesen_US

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