The contribution of morphological awareness to lexical inferencing in L2 Chinese
Comparing more‐skilled and less‐skilled learners
Bibliographic Data
| ID | 8938083 |
|---|---|
| Authors | Tianxu Chen (0000-0002-3683-0837, Carnegie Mellon University, corresponding author) |
| Year | 2018 |
| Volume | 51 |
| Issue | 4 |
| Pages | 816-830 |
| Publication date | 2018-10-23 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12365 |
| OpenAlex | W2896304573 |
| Language | EN |
| Citations received | 14 |
| References cited | 34 |
Learners’ ability to infer unknown words’ meanings (lexical inferencing) plays a key role in word knowledge development for second language (L2) learners. It has recently been acknowledged that learners’ sensitivity to word‐internal structures (morphological awareness) makes an important contribution to L2 lexical inferencing. However, it remains unclear whether the contribution of morphological awareness to lexical inferencing is affected by L2 learner‐related factors (e.g., language skills). Data obtained from five paper‐pencil tasks in Chinese for 73 L2 learners who studied Chinese for two semesters in China showed that (1) for more‐skilled learners, morphological awareness significantly contributed to lexical inferencing with and without contextual cues, whereas no significant relationships existed between morphological awareness and lexical inferencing for less‐skilled learners; and (2) L2 learners’ morphological awareness does not equally facilitate lexical inferencing due to a possible threshold of linguistic knowledge. The findings have implications for learners’ success in inferring the meanings of unknown words
Linguistics · Mathematics education · Metalinguistics · Second language · Teaching method · Vocabulary development · EFL/ESL Teaching and Learning · Psychology · Reading and Literacy Development · Second Language Acquisition and Learning
Lexical Inference in L2 Chinese
Lexical ability in L2 Chinese reading comprehension
Development of radical awareness at initial learning stage in L2 Chinese
The Crosslinguistic Influence of L1 Morphological Awareness on L3 Lexical Inferencing
Nontransparent Compound Character Learning in L2 Chinese
Word-level knowledge in Chinese children’s word reading and lexical inference development
Word-specific and word-general knowledge in L2 Chinese lexical inference
Word Knowledge Dimensions in L2 Lexical Inference
Orthographic and Meaning Processes in Reading Chinese Compounds
The recognition of coordinative compound words by learners of Chinese as a foreign language
Different aspects of vocabulary depth knowledge in L2 Chinese reading comprehension
The contributory role of grammar vs. vocabulary in L2 reading
Acquiring the structure of a writing system is important in learning to read
Word Learning in L2 Chinese
Insights into Second Language Reading
Morphological Knowledge and Literacy Acquisition
Awareness of the structure and meaning of morphologically complex words
Language Proficiency in Native and Nonnative Speakers
Morphological Awareness and Learning to Read
Reading and “Incidental” L2 Vocabulary Acquisition
Subtlex-Ch
Development of morphological awareness in Chinese and English
Lexical Inferencing in a First and Second Language
The role of linguistic knowledge in word-meaning inferencing
Integration of Information From Context and Word Elements in Interpreting Novel Kanji Compounds
Listening and Reading Proficiency Levels of College Students
Joint Contributions of Multilevel Linguistic Knowledge to Character Meaning Retention in L2 Chinese
Some Sources of Reading Problems for Foreign-language Learners 1
Reading and Language Learning
L2 Reading Comprehension and Its Correlates
| Unique citing works | 14 |
|---|---|
| Citations per year | 2 |
| Citation span | 2019 - 2026 (8) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 14 |