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Acquisition of Word Spellings and Me...

Liu, Yang.

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Acquisition of Word Spellings and Meanings during Reading in Nonnative Chinese Speakers.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Acquisition of Word Spellings and Meanings during Reading in Nonnative Chinese Speakers./
Author:	Liu, Yang.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	145 p.
Notes:	Source: Dissertations Abstracts International, Volume: 79-12, Section: A.
Contained By:	Dissertations Abstracts International79-12A.
Subject:	Foreign language education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10826387
ISBN:	9780438008991

Acquisition of Word Spellings and Meanings during Reading in Nonnative Chinese Speakers.
Liu, Yang.

Acquisition of Word Spellings and Meanings during Reading in Nonnative Chinese Speakers. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 145 p.

Source: Dissertations Abstracts International, Volume: 79-12, Section: A.

Thesis (Ed.D.)--Western Kentucky University, 2018.

This item is not available from ProQuest Dissertations & Theses.

This dissertation explored the acquisition of word spellings (orthographic learning) and word meanings (incidental word learning) during reading in adult nonnative Chinese speakers. Two studies were designed for this dissertation. In Study One, 45 Chinese as a foreign language (CFL) learners at intermediate and advanced proficiency levels participated and completed a character learning experiment in a self-teaching paradigm. Results indicate that CFL learners were able to use the phonetic regularity and semantic transparency of radicals to learn the spellings and pronunciations of new characters after limited exposures to the characters in a story context. In Study Two, 72 CFL learners at novice, intermediate, and advanced proficiency levels were asked to choose the meanings of unfamiliar words presented either in isolation or in sentence context. Results show that CFL learners were more able to infer word meanings in context than in isolation, and such lexical inference ability improved with increasing Chinese proficiency levels. The findings of this dissertation reveal the underlying mechanism of orthographic learning and incidental word learning and yield implications for instruction of Chinese as a foreign language in adult learners.

ISBN: 9780438008991Subjects--Topical Terms:

3172512
Foreign language education.

Acquisition of Word Spellings and Meanings during Reading in Nonnative Chinese Speakers.
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500 $a Source: Dissertations Abstracts International, Volume: 79-12, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Norman, Tony.
502 $a Thesis (Ed.D.)--Western Kentucky University, 2018.
506 $a This item is not available from ProQuest Dissertations & Theses.
506 $a This item must not be sold to any third party vendors.
520 $a This dissertation explored the acquisition of word spellings (orthographic learning) and word meanings (incidental word learning) during reading in adult nonnative Chinese speakers. Two studies were designed for this dissertation. In Study One, 45 Chinese as a foreign language (CFL) learners at intermediate and advanced proficiency levels participated and completed a character learning experiment in a self-teaching paradigm. Results indicate that CFL learners were able to use the phonetic regularity and semantic transparency of radicals to learn the spellings and pronunciations of new characters after limited exposures to the characters in a story context. In Study Two, 72 CFL learners at novice, intermediate, and advanced proficiency levels were asked to choose the meanings of unfamiliar words presented either in isolation or in sentence context. Results show that CFL learners were more able to infer word meanings in context than in isolation, and such lexical inference ability improved with increasing Chinese proficiency levels. The findings of this dissertation reveal the underlying mechanism of orthographic learning and incidental word learning and yield implications for instruction of Chinese as a foreign language in adult learners.
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