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First and second language word recog...

Sun, Yilin.

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First and second language word recognition processes in Chinese.

Record Type:	Electronic resources : Monograph/item
Title/Author:	First and second language word recognition processes in Chinese./
Author:	Sun, Yilin.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 1992,
Description:	302 p.
Notes:	Source: Dissertation Abstracts International, Volume: 54-05, Section: A, page: 1710.
Contained By:	Dissertation Abstracts International54-05A.
Subject:	Language arts. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NN78760
ISBN:	9780315787605

First and second language word recognition processes in Chinese.
Sun, Yilin.

First and second language word recognition processes in Chinese. - Ann Arbor : ProQuest Dissertations & Theses, 1992 - 302 p.

Source: Dissertation Abstracts International, Volume: 54-05, Section: A, page: 1710.

Thesis (Ph.D.)--University of Toronto (Canada), 1992.

This dissertation investigated whether there are differences between the word recognition processes of first (L1) and second language (L2) readers of Chinese and whether different levels of second language reading proficiency, and the effects of context, word frequency and stroke information have any impact upon word recognition processes in Chinese.

ISBN: 9780315787605Subjects--Topical Terms:

532624
Language arts.

First and second language word recognition processes in Chinese.
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020 $a 9780315787605
035 $a (MiAaPQ)AAINN78760
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100 1 $a Sun, Yilin. $3 3285385
245 1 0 $a First and second language word recognition processes in Chinese.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1992
300 $a 302 p.
500 $a Source: Dissertation Abstracts International, Volume: 54-05, Section: A, page: 1710.
502 $a Thesis (Ph.D.)--University of Toronto (Canada), 1992.
520 $a This dissertation investigated whether there are differences between the word recognition processes of first (L1) and second language (L2) readers of Chinese and whether different levels of second language reading proficiency, and the effects of context, word frequency and stroke information have any impact upon word recognition processes in Chinese.
520 $a The research questions were explored in two experiments on the computer involving three groups of adult readers selected according to L1 and L2 status and levels of Chinese reading proficiency. The first experiment, context-free word recognition, involved Chinese characters which varied in printed frequency and stroke complexity. In the second experiment, context-embedded word recognition, subjects were presented with sentences for which they had to make validity judgments. Three types of foils (graphical, phonological and semantic) were implemented in the two experiments to yield error-type information.
520 $a Based on the pattern of results of the two experiments, it seems highly probable that the extent to which L2 readers' processing patterns conform to those of the L1 readers reflect the influence of target language reading experience and proficiency more than the L1/L2 factor per se. At the same time, the results provided the following evidence: (1) readers' word recognition processes were affected by the Chinese orthography, suggesting that the processing of phonological information is not as demanding as that of graphic and semantic information, (2) high frequency words were processed faster by proficient L1 and L2 readers while the least proficient L2 readers demonstrated a pattern of poor processing on both high and low frequency words, and (3) L1 readers demonstrated essentially the same accurate and rapid processing on both high and low stroke characters, while the L2 readers, especially the less proficient group, were affected by the complexity of strokes and performed more poorly on complex stroke characters. A comparison across the findings from the context-free word recognition to the contextual word recognition suggests that Chinese word recognition processes vary depending on whether or not a context is present, particularly for the highly proficient L1 readers of Chinese. It appears that the graphic information in the characters is processed to a lesser degree in the contextual situation.
590 $a School code: 0779.
650 4 $a Language arts. $3 532624
690 $a 0279
710 2 $a University of Toronto (Canada). $3 1017674
773 0 $t Dissertation Abstracts International $g 54-05A.
790 $a 0779
791 $a Ph.D.
792 $a 1992
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NN78760