Chinese L2 Literacy Development
Cognitive Characteristics, Learning Strategies, and Pedagogical Interventions
Bibliographic Data
| ID | 4954836 |
|---|---|
| Authors | Helen H Shen, Helen Shen (University of Iowa, corresponding author) |
| Year | 2013 |
| Volume | 7 |
| Issue | 7 |
| Pages | 371-387 |
| Publication date | 2013-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language and Linguistics Compass (JOURNAL) |
| Journal identifiers | ISSN: 1749-818X • E-ISSN: 1749-818X |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/lnc3.12034 |
| OpenAlex | W1492361168 |
| Language | EN |
| Citations received | 19 |
| References cited | 36 |
The field of Chinese L2 education has expanded rapidly in the past two decades. It has become a central research agenda for Chinese L2 scholars to seek answers to the question of how western learners learn to read logographic writing that is drastically different from their native languages in orthography. This paper approaches this question by focusing on the core issue of literacy development: character learning. The discussion covers the aspects of the cognitive characteristics of learners' development of their metalinguistic awareness in Chinese, the strategies they employed in the process of learning to read and write Chinese characters, and the optimum pedagogical practices to facilitate character learning
Cognition · Learning to read · Linguistics · Literacy · Orthography · Pedagogy · Computer Science · EFL/ESL Teaching and Learning · Language, Metaphor, and Cognition · Psychology · Second Language Acquisition and Learning
Role of metalinguistic awareness in young learners of Chinese as a second language in character reading and spelling
How to present L2 Chinese words effectively for learning
Promoting foundational linguistic skills for reading development in young Chinese language learners
How can L2 motivational self system promote motivated learning behavior in Chinese characters learning among international students in China? The contribution of learning anxiety
A think-aloud method of investigating translanguaging strategies in learning Chinese characters
How does background knowledge affect second language reading? An eye movement study
Diagnosing reading problems for low-level Chinese as second language learners
Teaching Chinese characters in CFL education
Role of decoding competence in the Chinese reading comprehension development of ethnic minority students in Hong Kong
How do Chinese as a second language (CSL) learners acquire orthographic knowledge
What are the characteristics of good Chinese second language readers? Evidence from eye movements
Development and validation of a Chinese character acquisition assessment for second-language kindergarteners
Character Recognition Growth in College L2 Chinese
Native Chinese‐Speaking K–12 Language Teachers' Beliefs and Practices
The recognition of coordinative compound words by learners of Chinese as a foreign language
Chinese L2 Learners’ Depth of Vocabulary Knowledge and Its Role in Reading Comprehension
Examining secondary–postsecondary articulation of Chinese language programs
Investigating the Relationship Between Oral Reading Miscues and Comprehension in L2 Chinese
Learning Chinese Characters of Visual Similarity
Visible Speech
Learning to Read Across Languages
Chapter 4 The Reading Process is Different for Different Orthographies
Levels of processing
Factors influencing the learning of Chinese characters
Orthographic input and phonological representations in learners of Chinese as a foreign language
An investigation of Chinese-character learning strategies among non-native speakers of chinese
Metacognitive beliefs and strategies in learning Chinese as a foreign language
Why Learning To Write Chinese Is a Waste of Time
Taking a Closer Look at Vocabulary Learning Strategies
An Analysis of Word Decision Strategies among Learners of Chinese
| Unique citing works | 19 |
|---|---|
| Citations per year | 1,58 |
| Citation span | 2014 - 2026 (13) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 19 |