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Teaching english reading in the chin...

Williams, Clay.

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Teaching english reading in the chinese-speaking world = building strategies across scripts /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teaching english reading in the chinese-speaking world/ by Clay Williams.
Reminder of title:	building strategies across scripts /
Author:	Williams, Clay.
Published:	Singapore :Springer Singapore : : 2016.,
Description:	xiv, 185 p. :ill., digital ;24 cm.
[NT 15003449]:	Chapter 1 Introductions to Literacy -- Chapter 2 The Chinese Language -- Chapter 3 Chinese Elementary Education -- Chapter 4 English Education in the Chinese Classroom -- Chapter 5 Chinese on the Brain -- Chapter 6 Default Reading Strategies: English and Chinese -- Chapter 7 Reading against the stream: Using the wrong strategies to acquire L2 literacy -- Chapter 8 A better way: Teaching English from the ground up.
Contained By:	Springer eBooks
Subject:	English language - Written English. -
Online resource:	http://link.springer.com/openurl.asp?genre=book&isbn=978-981-10-0643-2
ISBN:	9789811006432

Teaching english reading in the chinese-speaking world = building strategies across scripts /
Williams, Clay.

Teaching english reading in the chinese-speaking worldbuilding strategies across scripts /[electronic resource] :by Clay Williams. - Singapore :Springer Singapore :2016. - xiv, 185 p. :ill., digital ;24 cm. - Springer texts in education,2366-7672. - Springer texts in education..

Chapter 1 Introductions to Literacy -- Chapter 2 The Chinese Language -- Chapter 3 Chinese Elementary Education -- Chapter 4 English Education in the Chinese Classroom -- Chapter 5 Chinese on the Brain -- Chapter 6 Default Reading Strategies: English and Chinese -- Chapter 7 Reading against the stream: Using the wrong strategies to acquire L2 literacy -- Chapter 8 A better way: Teaching English from the ground up.

This book investigates inherent, structural differences in the Chinese and English writing systems which predispose learners from childhood to develop specific literacy-learning strategies, which can impair later efforts at learning foreign language literacy if the foreign language script varies significantly from the native language script. It compares educational practices and philosophies in Chinese and English-speaking classrooms, and examines the psychological underpinnings of these literacy learning strategies. This book presents psychometric testing of adult reading strategy defaults and examines case study data, revealing that Chinese students are susceptible to misapplying Chinese character-level processing strategies to English word identification tasks, which decreases reading efficiency, and ultimately can lead to learning failure. Finally, a new educational framework is proposed for teaching beginning language-specific word identification and literacy-learning skills to learners whose first language script varies significantly from that of the target language.

ISBN: 9789811006432

Standard No.: 10.1007/978-981-10-0643-2doiSubjects--Topical Terms:

598025
English language
--Written English.

LC Class. No.: PE1130.C4 / W55 2016

Dewey Class. No.: 428.00710951

Teaching english reading in the chinese-speaking world = building strategies across scripts /
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490 1 $a Springer texts in education, $x 2366-7672
505 0 $a Chapter 1 Introductions to Literacy -- Chapter 2 The Chinese Language -- Chapter 3 Chinese Elementary Education -- Chapter 4 English Education in the Chinese Classroom -- Chapter 5 Chinese on the Brain -- Chapter 6 Default Reading Strategies: English and Chinese -- Chapter 7 Reading against the stream: Using the wrong strategies to acquire L2 literacy -- Chapter 8 A better way: Teaching English from the ground up.
520 $a This book investigates inherent, structural differences in the Chinese and English writing systems which predispose learners from childhood to develop specific literacy-learning strategies, which can impair later efforts at learning foreign language literacy if the foreign language script varies significantly from the native language script. It compares educational practices and philosophies in Chinese and English-speaking classrooms, and examines the psychological underpinnings of these literacy learning strategies. This book presents psychometric testing of adult reading strategy defaults and examines case study data, revealing that Chinese students are susceptible to misapplying Chinese character-level processing strategies to English word identification tasks, which decreases reading efficiency, and ultimately can lead to learning failure. Finally, a new educational framework is proposed for teaching beginning language-specific word identification and literacy-learning skills to learners whose first language script varies significantly from that of the target language.
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