國立虎尾科技大學 |

Relationships Among Constructs of L2 Chinese Reading and Language Background.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Relationships Among Constructs of L2 Chinese Reading and Language Background./
作者:	Hsu, Wei-Li.
面頁冊數:	1 online resource (199 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
標題:	Foreign language education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355264760

Relationships Among Constructs of L2 Chinese Reading and Language Background.
Hsu, Wei-Li.

Relationships Among Constructs of L2 Chinese Reading and Language Background. - 1 online resource (199 pages)

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ph.D.)--University of Hawai'i at Manoa, 2016.

Includes bibliographical references

Extensive research has been conducted on the relationships of Chinese-character recognition to reading development; strategic competence to reading comprehension; and home linguistic exposure to heritage language acquisition. However, studies of these relationships have been marked by widely divergent theoretical underpinnings, and their results are not directly comparable. The current study adopts a cognitive and component perspective on reading, and uses structural equation modeling (SEM) to examine character-recognition skills, readingcomprehension skills, strategy use, and language background. Among these four factors, character-recognition skills are held to represent lower-level reading processing; reading comprehension and strategy-use represent higher-level processing; and language background is operationalized as a source of background knowledge.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355264760Subjects--Topical Terms:

1148430
Foreign language education.
Index Terms--Genre/Form:

554714
Electronic books.

Relationships Among Constructs of L2 Chinese Reading and Language Background.
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500 $a Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
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502 $a Thesis (Ph.D.)--University of Hawai'i at Manoa, 2016.
504 $a Includes bibliographical references
520 $a Extensive research has been conducted on the relationships of Chinese-character recognition to reading development; strategic competence to reading comprehension; and home linguistic exposure to heritage language acquisition. However, studies of these relationships have been marked by widely divergent theoretical underpinnings, and their results are not directly comparable. The current study adopts a cognitive and component perspective on reading, and uses structural equation modeling (SEM) to examine character-recognition skills, readingcomprehension skills, strategy use, and language background. Among these four factors, character-recognition skills are held to represent lower-level reading processing; reading comprehension and strategy-use represent higher-level processing; and language background is operationalized as a source of background knowledge.
520 $a The present study's 85 participants were divided into four groups representing four language backgrounds: Singaporean Chinese Mother Tongue language learners (Singaporean CMTLLs) (n = 14), Chinese foreign language learners (CFLLs) (n = 19), Mandarin-speaking heritage language learners (Man-HLLs) (n = 38), and Cantonese-speaking heritage language learners (Can-HLLs) (n = 14). A package of eight instruments was administered via an online platform, and included a language-background survey, a multiple-choice grammar subtest, a fillin- the-blank cloze subtest, a multiple-choice passage-comprehension subtest, a strategy-use survey, an ortho-phonological subtest, an ortho-semantic subtest, and a morphemediscrimination subtest. The language-background survey was designed to gain a clear understanding of the participants' language backgrounds; the grammar, cloze, and passagecomprehension subtests, to investigate their reading-comprehension ability; the strategy-use survey, to capture the participants' perceived use of six strategy types; and the ortho phonological, ortho-semantic, and morpheme subtests, to examine their character-recognition ability.
520 $a Prior to examining common constructs of L2 Chinese reading across the participants' four language backgrounds, three profile analyses were conducted to examine the extent of language-background effects on reading comprehension, character-recognition, and strategy use. The results suggested that language background had a stronger effect on reading-comprehension ability (p = 0.001, partial eta2 = 0.18), than on character-recognition ability (p > 0.05, partial eta 2 = 0.09) or on strategy use (p > 0.05, partial eta 2 = 0.05).
520 $a Next, a hypothesized SEM model was examined and modified. All parameter estimates in the revised SEM model were statistically significant at p < 0.05, and the 12 variables explained 99% of the variance in reading-comprehension ability. The structural model of the revised SEM model indicated that character recognition had a strong and direct effect on reading comprehension (r = 0.99); cognitive-strategy use had a medium and direct effect on reading comprehension (r = 0.21); and metacognitive-strategy use had no direct influence on reading comprehension, but yielded a strong and direct influence on cognitive-strategy use (r = 0.71), supporting the notion that metacognitive strategies exert an executive function over cognitive ones. However, monitoring -- a type of metacognitive strategy -- directly and negatively influenced character-recognition (r = -0.34). These paths suggest that the participants constantly monitored their character-level processes, and that when they encountered unfamiliar characters, monitoring strategies activated other metacognitive strategies to regulate cognitive strategies, which in turn facilitated comprehension processes to compensate for the interrupted characterrecognition processes.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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710 2 $a University of Hawai'i at Manoa. $b Second Language Studies. $3 1185015
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