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Language Awareness Volume 22, 2013 - Issue 1
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Articles

Are alphabetic language -derived models of L2 reading relevant to L1 logographic background readers?

John Fitzgerald Ehrich Faculty of Education and Arts, Edith Cowan University, Mt Lawley Campus, Perth, Australia
,
Lawrence Jun Zhang Faculty of Education, The University of Auckland, New Zealand
,
Jon Congjun Mu College of Foreign Languages, Shanghai Maritime University, Shanghai, China
&
Lisa Catherine Ehrich School of Learning & Professional Studies, Queensland University of Technology, Brisbane, Australia
Pages 39-55 | Received 30 Apr 2011, Accepted 31 Oct 2011, Published online: 28 Mar 2012

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Elizabeth Ka Yee Loh, Xian Liao, Shing On Leung & Loretta Chung Wing Tam. (2021) How do Chinese as a second language (CSL) learners acquire orthographic knowledge: component, structure and position regularity. Language Awareness 30:3, pages 297-316.
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Articles from other publishers (6)

Yang Dong, Yi Tang, Sammy Xiao-Ying Wu, Wei-Yang Dong & Zhen Li. (2020) Longitudinal Effects of Mediums of Word Explanation on L2 Vocabulary Learning Strategies Among Chinese Grade-7 Students. Frontiers in Psychology 11.
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Yang Dong, Shu-Na Peng, Yuan-Ke Sun, Sammy Xiao-Ying Wu & Wei-Sha Wang. (2020) Reading Comprehension and Metalinguistic Knowledge in Chinese Readers: A Meta-Analysis. Frontiers in Psychology 10.
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Lawrence Jun Zhang, Vahid Aryadoust & Donglan Zhang. 2016. Quadrilingual Education in Singapore. Quadrilingual Education in Singapore 103 126 .
Lawrence Jun Zhang. 2016. English Language Teaching Today. English Language Teaching Today 127 141 .
Lisa Yoshikawa & Junko Yamashita. (2014) Phonemic Awareness and Reading Comprehension among Japanese Adult Learners of English. Open Journal of Modern Linguistics 04:04, pages 471-480.
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Per Urlaub. (2013) Questioning the Text: Advancing Literary Reading in the Second Language Through Web-Based Strategy Training. Foreign Language Annals 46:3, pages 508-521.
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