Teaching English Reading In The Chinese-speaking World: Building Strategies Across Scripts (springer Texts In Education)
by Clay Williams /
2016 / English / PDF
5.9 MB Download
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.
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.
