Yeqiu Zhu
Biographic Data
| ID | 6362260 |
|---|---|
| NAME | Yeqiu Zhu |
| GIVEN NAMES | Yeqiu |
| FAMILY NAME | Zhu |
| SIGNATURE | ZHU Y |
| AFFILIATIONS | Nanjing University |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Effect of Glossing on Chinese Senior High School EFL Learners’ Vocabulary Acquisition
This study examined the effects of four types of glosses on Chinese EFL learners’ vocabulary acquisition. The participants were 175 senior high school students, who were divided into five groups according to different glossing conditions: L1 glosses, L2 glosses, multiple-choice L1 glosses, multiple-choice L2 glosses, and no glosses. The participants were asked to read an English material that contained ten target pseudo-words. They then took an i…
Effect of Word Exposure Frequency on Chinese Advanced EFL Learners’ Incidental Vocabulary Acquisition
The present study explores the effect of word exposure frequency on Chinese advanced EFL learners’ incidental acquisition of three aspects of word knowledge (i.e., word form, word class and word meaning). The participants were 20 Chinese English postgraduates who read two chapters of an original English novel and took four vocabulary tests. The target words were 20 pseudo-words created to replace the words that naturally occurred from one to twen…
L1 Korean and L1 Mandarin L2 English learners’ acquisition of the count/mass distinction in English
This study investigates the second language (L2) acquisition of the English count/mass distinction by speakers of Korean and Mandarin Chinese, with a focus on the semantics of atomicity. It is hypothesized that L1-Korean and L1-Mandarin L2-English learners are influenced by atomicity in the use of the count/mass morphosyntax in English. This hypothesis is tested in two experiments, one comparing Korean and Mandarin speakers in their L2 (English) …
L1 Korean and L1 Mandarin L2 English learners’ acquisition of the count/mass distinction in English
This study investigates the second language (L2) acquisition of the English count/mass distinction by speakers of Korean and Mandarin Chinese, with a focus on the semantics of atomicity. It is hypothesized that L1-Korean and L1-Mandarin L2-English learners are influenced by atomicity in the use of the count/mass morphosyntax in English. This hypothesis is tested in two experiments, one comparing Korean and Mandarin speakers in their L2 (English) …
L1 Korean and L1 Mandarin L2 English learners’ acquisition of the count/mass distinction in English
This study investigates the second language (L2) acquisition of the English count/mass distinction by speakers of Korean and Mandarin Chinese, with a focus on the semantics of atomicity. It is hypothesized that L1-Korean and L1-Mandarin L2-English learners are influenced by atomicity in the use of the count/mass morphosyntax in English. This hypothesis is tested in two experiments, one comparing Korean and Mandarin speakers in their L2 (English) …
Effect of Word Exposure Frequency on Chinese Advanced EFL Learners’ Incidental Vocabulary Acquisition
The present study explores the effect of word exposure frequency on Chinese advanced EFL learners’ incidental acquisition of three aspects of word knowledge (i.e., word form, word class and word meaning). The participants were 20 Chinese English postgraduates who read two chapters of an original English novel and took four vocabulary tests. The target words were 20 pseudo-words created to replace the words that naturally occurred from one to twen…
Effect of Glossing on Chinese Senior High School EFL Learners’ Vocabulary Acquisition
This study examined the effects of four types of glosses on Chinese EFL learners’ vocabulary acquisition. The participants were 175 senior high school students, who were divided into five groups according to different glossing conditions: L1 glosses, L2 glosses, multiple-choice L1 glosses, multiple-choice L2 glosses, and no glosses. The participants were asked to read an English material that contained ten target pseudo-words. They then took an i…
Computer Science (3 works) · Linguistics (3 works) · Psychology (3 works) · Cognitive psychology (2 works) · Recall (2 works) · Second Language Acquisition and Learning (2 works) · Vocabulary (2 works) · Atomicity (1 work) · Categorization, perception, and language (1 work) · Definiteness (1 work)