How Do Chinese ESL Learners Recognize English Words During a Reading Test? A Comparison With Romance-Language-Speaking ESL Learners
Bibliographic Data
| ID | 21203403 |
|---|---|
| Authors | Hongli Li (0000-0002-1039-7270, Georgia State University, corresponding author), Hoi K Suen (Pennsylvania State University) |
| Year | 2015 |
| Volume | 9 |
| Issue | 2 |
| Pages | 93-107 |
| Publication date | 2015-04-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Multilingual Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 1931-3152 • E-ISSN: 1931-3160 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/19313152.2014.995013 |
| OpenAlex | W2062974858 |
| Language | EN |
| Citations received | 1 |
| References cited | 45 |
This study examines how Chinese ESL learners recognize English words while responding to a multiple-choice reading test as compared to Romance-language-speaking ESL learners. Four adult Chinese ESL learners and three adult Romance-language-speaking ESL learners participated in a think-aloud study with the Michigan English Language Assessment Battery (MELAB) reading test. As indicated by the think-aloud verbal reports, the Chinese ESL learners generally had more difficulty with English vocabulary, probably due to the vast difference between the writing system of Chinese and that of English. Rather, they were found to compensate for their deficiencies in vocabulary knowledge by extensively relying on test-taking strategies. The findings of this study are well supported by the cross-linguistic transfer theory and the compensatory nature of reading comprehension. The implications for teaching English vocabulary skills to Chinese ESL learners are also discussed
Language proficiency · Linguistics · Mathematics education · Reading comprehension · Vocabulary · Vocabulary development · EFL/ESL Teaching and Learning · Psychology · Reading and Literacy Development · Second Language Acquisition and Learning
Learning Vocabulary in Another Language
Insights into Second Language Reading
The Think-Aloud Controversy in Second Language Research
Protocol Analysis
Learning to Read Across Languages
Reading in a Second Language
The simple view of reading
Spanish-English Bilingual Students' Use of Cognates in English Reading
Linguistic Interdependence and the Educational Development of Bilingual Children
The Role of Phonological Decoding in Second Language Word-Meaning Inference
Interpreting Relationships between L1 and L2 Reading
A closer look at the relationship of cognitive and metacognitive strategy use to EFL reading achievement test performance
How assessing reading comprehension with multiple-choice questions shapes the construct
The key to success
Literacy background and reading development in a second language
Reconciling Communicative Approaches to the Teaching of English with Traditional Chinese Methods
Understanding Reliability and Validity in Qualitative Research
Extending the compensatory model of second language reading
Why do many students appear reluctant to participate in classroom learning discourse
Current Perspectives on Teaching the Four Skills
Testing a Compensatory-Encoding Model
Toward an Interactive-Compensatory Model of Individual Differences in the Development of Reading Fluency
Dialogic reading and morphology training in Chinese children
Modularity and the Facilitation Effect
Cross-language transfer of phonological awareness
First Language Influences on Second Language Word Reading
Reading in Spanish and English
The nature of phonological processing and its causal role in the acquisition of reading skills
Qualitative Research Design
Quality in Qualitative Research
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |