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Top-down Chinese as a second language reading strategies

Abstract This study investigated how 22 college-level Chinese as a second language (CSL) learners used reading strategies when reading essays of various genres in a strategies-based reading instruction program, in which they were explicitly taught ten top-down reading strategies. In addition to strategy use frequency and preference, this study explored the interrelationships among multiple strategies and whether strategy use frequency correlated with reading proficiency. Qualitative and quantitative data analyses revealed that the most frequently used strategies included previewing, anticipating, making a summary, and attending selectively. They were used in combination with other strategies in an orchestrated way. This study did not find a significant correlation between reading proficiency and total strategy use frequency or the frequency of using any single strategy. Strategy use frequency alone, without considering strategy use accuracy and appropriateness, might not be a good indicator of reading proficiency. This study provides an in-depth analysis of how CSL readers used single strategies and blended multiple strategies. Its findings shed light on second language learners’ reading process, reading difficulties, and the rationales behind their strategy use. Pedagogical implications are provided for CSL teachers regarding how to embed explicit strategy training into reading classes.

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A critical review of telecollaboration in Chinese as a second language education: a post-COVID-19 outlook

Abstract With the advent of information and communication technology, telecollaboration projects in foreign language education have received growing attention. This study critically reviews telecollaboration practices in the context of Chinese as a second language. Our objective is to identify the inherent problems associated with existing programs and suggest a comprehensive framework for new telecollaborative practices, encompassing aspects such as language partner-matching, research topics, in/pre-service teacher-related issues, and overall benefits, adverse effects, and limitations of such. The study employed VOSviewer and CitNetExplorer to visualize partial results and followed the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocol (PRISMA-P) for screening literature. The findings indicate a pressing need to address the rationale behind selecting and matching language partners for Chinese as a second language. The predominant research topics concern student perception and learning gains resulting from telecollaboration projects, with scant attention given to teacher perception and requisite training, specifically among pre-service Chinese teachers. Additionally, the researchers examined the implications for future research, notably the establishment of a shared resource platform designed to enhance writing, reading, interpreting, and translating skills within the scope of informal Chinese language learning contexts, particularly in the wake of the COVID-19 pandemic.

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Assessing the dimensionality of Chinese as a second language reading: a confirmatory factor analysis approach

Abstract Second language (L2) reading is a complex construct, and there is no consensus about its dimensionality. The investigation of the dimensionality of L2 reading ability is of great significance since it can provide important implications for teaching and testing. Understanding of the factor structure, subskills, and sub-knowledge of L2 reading is the starting point for language teachers and test developers to plan a syllabus, describe students’ reading proficiency, and develop reading assessments. This study investigated the factor structure of Chinese L2 reading, which has been less commonly studied compared to alphabetic languages. Three hypotheses derived from the literature review have been tested: 1) L2 reading is a unitary skill; 2) L2 reading is bi-divisible; 3) L2 reading is tri-divisible. A series of confirmatory factor analyses shows that the correlated three-factor model is the most appropriate for explaining the factor structure. L2 Chinese reading comprehension can be conceptualized as consisting of three inter-correlated components: lower-level decoding, interim-level textbase construction, and higher-level situation-model building. This study also explores subcomponents of each factor, highlighting Chinese-specific linguistic features and corresponding cognitive processes. Implications for future research, teaching, and testing are provided.

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Null subject acquisition in L2 Chinese speakers: a case study on English L1 speakers

AbstractThis article investigates the acquisition of null subjects (henceforth NSs) in (radical pro-drop) Chinese by learners whose native language is (non-pro-drop) English – henceforth ELs – working within the ‘topic chain’ information-structural approach. Our main goal is to verify whether a learner’s proficiency level can have an impact on the interpretation and acceptability of embedded NSs when more than one head is proposed for the relevant topic chain in different structural contexts (i.e., complements of bridge and factive verbs). The results of a pilot experimental test suggest that the requirement for a minimal overt link (MOLC) in the relevant chain plays an important role for ELs with a lower proficiency level. Conversely, MOLC restrictions do not affect ELs with a higher proficiency. Furthermore, the results show that ELs can correctly distinguish between complements of bridge and factive verbs already at an HSK 3 level. As for interpretation, results suggest that contextual information cannot supersede structural constraints for ELs. However, since a clash with contextual information seems to not affect acceptability for ELs, contrary to Chinese Native Speakers, we propose that even HSK 5 students have not fully acquired the competence for managing NSs in a radical language such as Chinese.

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