A Case Study on Intermediate CSL Learners’ Word Recognition Processes and Strategies in Contextual Reading Settings
This study investigates word recognition processes and strategies of intermediate learners of Chinese as a Second Language (CSL) in contextual reading settings. Two intermediate CSL learners were chosen as research participants, and think-aloud methods and retrospective interviews were used to colle...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Luo, Shaoqian [verfasserIn] Sun, Xiaohui [verfasserIn] |
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| Format: |
E-Artikel |
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| Erschienen: |
De Gruyter ; 2018 |
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| Umfang: |
18 |
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| Reproduktion: |
Walter de Gruyter Online Zeitschriften |
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| Übergeordnetes Werk: |
Enthalten in: Chinese journal of applied linguistics - Berlin : de Gruyter Mouton, 2010, 41(2018), 3 vom: 16. Okt., Seite 288-305 |
| Übergeordnetes Werk: |
volume:41 ; year:2018 ; number:3 ; day:16 ; month:10 ; pages:288-305 ; extent:18 |
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| DOI / URN: |
10.1515/cjal-2018-0023 |
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NLEJ247960101 |
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| 520 | |a This study investigates word recognition processes and strategies of intermediate learners of Chinese as a Second Language (CSL) in contextual reading settings. Two intermediate CSL learners were chosen as research participants, and think-aloud methods and retrospective interviews were used to collect data. The data were analyzed by using Moustakas’ data analysis procedure, Creswell’s three steps and Bogdon and Biklen’s data analysis methods. Results indicated that intermediate CSL learners go through different processes of word recognition as it might be automatic, based on context, pronunciation, previous knowledge and the meaning of characters, or, in case of word recognition failure, skipping the words or skipping them but reading them again later; and their word recognition strategies in contextual reading settings mainly include cognitive strategies and self-regulatory strategies. Among these strategies, cognitive strategies consist of direct transformation, translation, interpretation, guessing, inferring and finding key words; and self-regulatory strategies include metacognitive strategies, behavior regulating strategies, emotion regulating strategies and motivation regulating strategies. A model of intermediate CSL learners’ word recognition strategies can be constructed based on the results. The present study provides both theoretical and pedagogical implications in the field of CSL vocabulary acquisition and teaching. | ||
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10.1515/cjal-2018-0023 doi articles2015-2020.pp (DE-627)NLEJ247960101 DE-627 ger DE-627 rakwb Luo, Shaoqian verfasserin aut A Case Study on Intermediate CSL Learners’ Word Recognition Processes and Strategies in Contextual Reading Settings De Gruyter 2018 18 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This study investigates word recognition processes and strategies of intermediate learners of Chinese as a Second Language (CSL) in contextual reading settings. Two intermediate CSL learners were chosen as research participants, and think-aloud methods and retrospective interviews were used to collect data. The data were analyzed by using Moustakas’ data analysis procedure, Creswell’s three steps and Bogdon and Biklen’s data analysis methods. Results indicated that intermediate CSL learners go through different processes of word recognition as it might be automatic, based on context, pronunciation, previous knowledge and the meaning of characters, or, in case of word recognition failure, skipping the words or skipping them but reading them again later; and their word recognition strategies in contextual reading settings mainly include cognitive strategies and self-regulatory strategies. Among these strategies, cognitive strategies consist of direct transformation, translation, interpretation, guessing, inferring and finding key words; and self-regulatory strategies include metacognitive strategies, behavior regulating strategies, emotion regulating strategies and motivation regulating strategies. A model of intermediate CSL learners’ word recognition strategies can be constructed based on the results. The present study provides both theoretical and pedagogical implications in the field of CSL vocabulary acquisition and teaching. Walter de Gruyter Online Zeitschriften intermediate CSL learners’ word recognition processes strategies contextual reading settings Sun, Xiaohui verfasserin aut Enthalten in Chinese journal of applied linguistics Berlin : de Gruyter Mouton, 2010 41(2018), 3 vom: 16. Okt., Seite 288-305 (DE-627)NLEJ248235257 (DE-600)2627949-6 2192-9513 nnns volume:41 year:2018 number:3 day:16 month:10 pages:288-305 extent:18 https://doi.org/10.1515/cjal-2018-0023 Deutschlandweit zugänglich GBV_USEFLAG_U ZDB-1-DGR GBV_NL_ARTICLE AR 41 2018 3 16 10 288-305 18 |
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10.1515/cjal-2018-0023 doi articles2015-2020.pp (DE-627)NLEJ247960101 DE-627 ger DE-627 rakwb Luo, Shaoqian verfasserin aut A Case Study on Intermediate CSL Learners’ Word Recognition Processes and Strategies in Contextual Reading Settings De Gruyter 2018 18 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This study investigates word recognition processes and strategies of intermediate learners of Chinese as a Second Language (CSL) in contextual reading settings. Two intermediate CSL learners were chosen as research participants, and think-aloud methods and retrospective interviews were used to collect data. The data were analyzed by using Moustakas’ data analysis procedure, Creswell’s three steps and Bogdon and Biklen’s data analysis methods. Results indicated that intermediate CSL learners go through different processes of word recognition as it might be automatic, based on context, pronunciation, previous knowledge and the meaning of characters, or, in case of word recognition failure, skipping the words or skipping them but reading them again later; and their word recognition strategies in contextual reading settings mainly include cognitive strategies and self-regulatory strategies. Among these strategies, cognitive strategies consist of direct transformation, translation, interpretation, guessing, inferring and finding key words; and self-regulatory strategies include metacognitive strategies, behavior regulating strategies, emotion regulating strategies and motivation regulating strategies. A model of intermediate CSL learners’ word recognition strategies can be constructed based on the results. The present study provides both theoretical and pedagogical implications in the field of CSL vocabulary acquisition and teaching. Walter de Gruyter Online Zeitschriften intermediate CSL learners’ word recognition processes strategies contextual reading settings Sun, Xiaohui verfasserin aut Enthalten in Chinese journal of applied linguistics Berlin : de Gruyter Mouton, 2010 41(2018), 3 vom: 16. Okt., Seite 288-305 (DE-627)NLEJ248235257 (DE-600)2627949-6 2192-9513 nnns volume:41 year:2018 number:3 day:16 month:10 pages:288-305 extent:18 https://doi.org/10.1515/cjal-2018-0023 Deutschlandweit zugänglich GBV_USEFLAG_U ZDB-1-DGR GBV_NL_ARTICLE AR 41 2018 3 16 10 288-305 18 |
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10.1515/cjal-2018-0023 doi articles2015-2020.pp (DE-627)NLEJ247960101 DE-627 ger DE-627 rakwb Luo, Shaoqian verfasserin aut A Case Study on Intermediate CSL Learners’ Word Recognition Processes and Strategies in Contextual Reading Settings De Gruyter 2018 18 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This study investigates word recognition processes and strategies of intermediate learners of Chinese as a Second Language (CSL) in contextual reading settings. Two intermediate CSL learners were chosen as research participants, and think-aloud methods and retrospective interviews were used to collect data. The data were analyzed by using Moustakas’ data analysis procedure, Creswell’s three steps and Bogdon and Biklen’s data analysis methods. Results indicated that intermediate CSL learners go through different processes of word recognition as it might be automatic, based on context, pronunciation, previous knowledge and the meaning of characters, or, in case of word recognition failure, skipping the words or skipping them but reading them again later; and their word recognition strategies in contextual reading settings mainly include cognitive strategies and self-regulatory strategies. Among these strategies, cognitive strategies consist of direct transformation, translation, interpretation, guessing, inferring and finding key words; and self-regulatory strategies include metacognitive strategies, behavior regulating strategies, emotion regulating strategies and motivation regulating strategies. A model of intermediate CSL learners’ word recognition strategies can be constructed based on the results. The present study provides both theoretical and pedagogical implications in the field of CSL vocabulary acquisition and teaching. Walter de Gruyter Online Zeitschriften intermediate CSL learners’ word recognition processes strategies contextual reading settings Sun, Xiaohui verfasserin aut Enthalten in Chinese journal of applied linguistics Berlin : de Gruyter Mouton, 2010 41(2018), 3 vom: 16. Okt., Seite 288-305 (DE-627)NLEJ248235257 (DE-600)2627949-6 2192-9513 nnns volume:41 year:2018 number:3 day:16 month:10 pages:288-305 extent:18 https://doi.org/10.1515/cjal-2018-0023 Deutschlandweit zugänglich GBV_USEFLAG_U ZDB-1-DGR GBV_NL_ARTICLE AR 41 2018 3 16 10 288-305 18 |
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10.1515/cjal-2018-0023 doi articles2015-2020.pp (DE-627)NLEJ247960101 DE-627 ger DE-627 rakwb Luo, Shaoqian verfasserin aut A Case Study on Intermediate CSL Learners’ Word Recognition Processes and Strategies in Contextual Reading Settings De Gruyter 2018 18 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This study investigates word recognition processes and strategies of intermediate learners of Chinese as a Second Language (CSL) in contextual reading settings. Two intermediate CSL learners were chosen as research participants, and think-aloud methods and retrospective interviews were used to collect data. The data were analyzed by using Moustakas’ data analysis procedure, Creswell’s three steps and Bogdon and Biklen’s data analysis methods. Results indicated that intermediate CSL learners go through different processes of word recognition as it might be automatic, based on context, pronunciation, previous knowledge and the meaning of characters, or, in case of word recognition failure, skipping the words or skipping them but reading them again later; and their word recognition strategies in contextual reading settings mainly include cognitive strategies and self-regulatory strategies. Among these strategies, cognitive strategies consist of direct transformation, translation, interpretation, guessing, inferring and finding key words; and self-regulatory strategies include metacognitive strategies, behavior regulating strategies, emotion regulating strategies and motivation regulating strategies. A model of intermediate CSL learners’ word recognition strategies can be constructed based on the results. The present study provides both theoretical and pedagogical implications in the field of CSL vocabulary acquisition and teaching. Walter de Gruyter Online Zeitschriften intermediate CSL learners’ word recognition processes strategies contextual reading settings Sun, Xiaohui verfasserin aut Enthalten in Chinese journal of applied linguistics Berlin : de Gruyter Mouton, 2010 41(2018), 3 vom: 16. Okt., Seite 288-305 (DE-627)NLEJ248235257 (DE-600)2627949-6 2192-9513 nnns volume:41 year:2018 number:3 day:16 month:10 pages:288-305 extent:18 https://doi.org/10.1515/cjal-2018-0023 Deutschlandweit zugänglich GBV_USEFLAG_U ZDB-1-DGR GBV_NL_ARTICLE AR 41 2018 3 16 10 288-305 18 |
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10.1515/cjal-2018-0023 doi articles2015-2020.pp (DE-627)NLEJ247960101 DE-627 ger DE-627 rakwb Luo, Shaoqian verfasserin aut A Case Study on Intermediate CSL Learners’ Word Recognition Processes and Strategies in Contextual Reading Settings De Gruyter 2018 18 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This study investigates word recognition processes and strategies of intermediate learners of Chinese as a Second Language (CSL) in contextual reading settings. Two intermediate CSL learners were chosen as research participants, and think-aloud methods and retrospective interviews were used to collect data. The data were analyzed by using Moustakas’ data analysis procedure, Creswell’s three steps and Bogdon and Biklen’s data analysis methods. Results indicated that intermediate CSL learners go through different processes of word recognition as it might be automatic, based on context, pronunciation, previous knowledge and the meaning of characters, or, in case of word recognition failure, skipping the words or skipping them but reading them again later; and their word recognition strategies in contextual reading settings mainly include cognitive strategies and self-regulatory strategies. Among these strategies, cognitive strategies consist of direct transformation, translation, interpretation, guessing, inferring and finding key words; and self-regulatory strategies include metacognitive strategies, behavior regulating strategies, emotion regulating strategies and motivation regulating strategies. A model of intermediate CSL learners’ word recognition strategies can be constructed based on the results. The present study provides both theoretical and pedagogical implications in the field of CSL vocabulary acquisition and teaching. Walter de Gruyter Online Zeitschriften intermediate CSL learners’ word recognition processes strategies contextual reading settings Sun, Xiaohui verfasserin aut Enthalten in Chinese journal of applied linguistics Berlin : de Gruyter Mouton, 2010 41(2018), 3 vom: 16. Okt., Seite 288-305 (DE-627)NLEJ248235257 (DE-600)2627949-6 2192-9513 nnns volume:41 year:2018 number:3 day:16 month:10 pages:288-305 extent:18 https://doi.org/10.1515/cjal-2018-0023 Deutschlandweit zugänglich GBV_USEFLAG_U ZDB-1-DGR GBV_NL_ARTICLE AR 41 2018 3 16 10 288-305 18 |
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A Case Study on Intermediate CSL Learners’ Word Recognition Processes and Strategies in Contextual Reading Settings |
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This study investigates word recognition processes and strategies of intermediate learners of Chinese as a Second Language (CSL) in contextual reading settings. Two intermediate CSL learners were chosen as research participants, and think-aloud methods and retrospective interviews were used to collect data. The data were analyzed by using Moustakas’ data analysis procedure, Creswell’s three steps and Bogdon and Biklen’s data analysis methods. Results indicated that intermediate CSL learners go through different processes of word recognition as it might be automatic, based on context, pronunciation, previous knowledge and the meaning of characters, or, in case of word recognition failure, skipping the words or skipping them but reading them again later; and their word recognition strategies in contextual reading settings mainly include cognitive strategies and self-regulatory strategies. Among these strategies, cognitive strategies consist of direct transformation, translation, interpretation, guessing, inferring and finding key words; and self-regulatory strategies include metacognitive strategies, behavior regulating strategies, emotion regulating strategies and motivation regulating strategies. A model of intermediate CSL learners’ word recognition strategies can be constructed based on the results. The present study provides both theoretical and pedagogical implications in the field of CSL vocabulary acquisition and teaching. |
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This study investigates word recognition processes and strategies of intermediate learners of Chinese as a Second Language (CSL) in contextual reading settings. Two intermediate CSL learners were chosen as research participants, and think-aloud methods and retrospective interviews were used to collect data. The data were analyzed by using Moustakas’ data analysis procedure, Creswell’s three steps and Bogdon and Biklen’s data analysis methods. Results indicated that intermediate CSL learners go through different processes of word recognition as it might be automatic, based on context, pronunciation, previous knowledge and the meaning of characters, or, in case of word recognition failure, skipping the words or skipping them but reading them again later; and their word recognition strategies in contextual reading settings mainly include cognitive strategies and self-regulatory strategies. Among these strategies, cognitive strategies consist of direct transformation, translation, interpretation, guessing, inferring and finding key words; and self-regulatory strategies include metacognitive strategies, behavior regulating strategies, emotion regulating strategies and motivation regulating strategies. A model of intermediate CSL learners’ word recognition strategies can be constructed based on the results. The present study provides both theoretical and pedagogical implications in the field of CSL vocabulary acquisition and teaching. |
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This study investigates word recognition processes and strategies of intermediate learners of Chinese as a Second Language (CSL) in contextual reading settings. Two intermediate CSL learners were chosen as research participants, and think-aloud methods and retrospective interviews were used to collect data. The data were analyzed by using Moustakas’ data analysis procedure, Creswell’s three steps and Bogdon and Biklen’s data analysis methods. Results indicated that intermediate CSL learners go through different processes of word recognition as it might be automatic, based on context, pronunciation, previous knowledge and the meaning of characters, or, in case of word recognition failure, skipping the words or skipping them but reading them again later; and their word recognition strategies in contextual reading settings mainly include cognitive strategies and self-regulatory strategies. Among these strategies, cognitive strategies consist of direct transformation, translation, interpretation, guessing, inferring and finding key words; and self-regulatory strategies include metacognitive strategies, behavior regulating strategies, emotion regulating strategies and motivation regulating strategies. A model of intermediate CSL learners’ word recognition strategies can be constructed based on the results. The present study provides both theoretical and pedagogical implications in the field of CSL vocabulary acquisition and teaching. |
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10.1515/cjal-2018-0023 |
| up_date |
2024-07-05T22:11:31.183Z |
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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">NLEJ247960101</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20220820035042.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">220814s2018 xx |||||o 00| ||und c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1515/cjal-2018-0023</subfield><subfield code="2">doi</subfield></datafield><datafield tag="028" ind1="5" ind2="2"><subfield code="a">articles2015-2020.pp</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)NLEJ247960101</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Luo, Shaoqian</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">A Case Study on Intermediate CSL Learners’ Word Recognition Processes and Strategies in Contextual Reading Settings</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="b">De Gruyter</subfield><subfield code="c">2018</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">18</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">This study investigates word recognition processes and strategies of intermediate learners of Chinese as a Second Language (CSL) in contextual reading settings. Two intermediate CSL learners were chosen as research participants, and think-aloud methods and retrospective interviews were used to collect data. The data were analyzed by using Moustakas’ data analysis procedure, Creswell’s three steps and Bogdon and Biklen’s data analysis methods. Results indicated that intermediate CSL learners go through different processes of word recognition as it might be automatic, based on context, pronunciation, previous knowledge and the meaning of characters, or, in case of word recognition failure, skipping the words or skipping them but reading them again later; and their word recognition strategies in contextual reading settings mainly include cognitive strategies and self-regulatory strategies. Among these strategies, cognitive strategies consist of direct transformation, translation, interpretation, guessing, inferring and finding key words; and self-regulatory strategies include metacognitive strategies, behavior regulating strategies, emotion regulating strategies and motivation regulating strategies. A model of intermediate CSL learners’ word recognition strategies can be constructed based on the results. 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