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Writing Systems Research Volume 7, 2015 - Issue 2: Reading Morphologically Complex Words in a Second Language
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Original Articles

Effects of semantic radical properties on character meaning extraction and inference among learners of Chinese as a foreign language

Chan LüDepartment of Modern Languages and Literatures, Loyola Marymount University, Los Angeles, CA, USACorrespondence[email protected]
,
Keiko KodaDepartment of Modern Languages, Carnegie Mellon University, Pittsburgh, PA, USA
,
Dongbo ZhangDepartment of Teacher Education, Michigan State University, East Lansing, MI, USA
&
Yanhui ZhangDepartment of Linguistics and Modern Languages, Chinese University of Hong Kong, Hong Kong, China
Pages 169-185 | Published online: 09 Sep 2014

Citations (21)

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Read on this site (4)

Tianxu Chen. (2022) Development of radical awareness at initial learning stage in L2 Chinese: stronger vs. weaker learners of Chinese characters. Language Awareness 31:1, pages 73-94.
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Yu Ka Wong. (2017) The role of radical awareness in Chinese-as-a-second-language learners’ Chinese character reading development. Language Awareness 26:3, pages 211-225.
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Min Wang & Ludo Verhoeven. (2015) Introduction to this special issue: Reading morphologically complex words in a second language. Writing Systems Research 7:2, pages 129-132.
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MTeresa Cáceres-Lorenzo. (2015) Teenagers learning Chinese as a foreign language in a European Confucius Institute: the relationship between language learner strategies and successful learning factors. Language Awareness 24:3, pages 255-272.
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Articles from other publishers (17)

Tian Tian, Maria dos Santos Lonsdale & Vien Cheung. (2023) The effectiveness of visual instructions in the memorization of Chinese Semantic Radicals by Beginners. Information Design Journal.
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Kai Zhong, Ling Yann Wong, Mei Fung Yong & Boon Sim Ng. (2023) How do the component skills affect Chinese FL reading comprehension? A study based on ridge regression analysis. Chinese as a Second Language Research 12:1, pages 65-89.
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Yu Tzu Wu, Eric Fujiwara & Carlos Kenichi Suzuki. (2023) Image-Based Radical Identification in Chinese Characters. Applied Sciences 13:4, pages 2163.
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Tikky S. P. Chan, Elizabeth K. Y. Loh & Cathy O. Y. Hung. (2021) A longitudinal study of Chinese as a second language kindergarteners’ orthographic awareness and its association with their lexical learning performance. Current Psychology 42:6, pages 4543-4554.
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Jessica Chan, Robert Woore, Laura Molway & Trevor Mutton. (2022) Learning and teaching Chinese as a foreign language: A scoping review. Review of Education 10:3.
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Yu Tzu Wu, Eric Fujiwara & Carlos K. Suzuki. (2022) Identification of the Radical Component from Images of Chinese Characters. Identification of the Radical Component from Images of Chinese Characters.
Haiwei Zhang, Sun-A. Kim & Xueyan Zhang. (2022) A Comparative Study of Three Measurement Methods of Chinese Character Recognition for L2 Chinese Learners. Frontiers in Psychology 13.
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Tianxu Chen, Sihui Ke & Keiko Koda. (2021) The Predictive Role of Grapho-Morphological Knowledge in Reading Comprehension for Beginning-Level L2 Chinese Learners. Frontiers in Psychology 12.
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Yu Ka Wong. (2020) The Relationship Between Orthographic Awareness and Chinese Reading in Hong Kong’s Young CSL Learners. ECNU Review of Education 3:4, pages 678-693.
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Tianxu Chen & Yali Feng. (2020) Nontransparent Compound Character Learning in L2 Chinese: Does Radical Awareness Always Work?. SAGE Open 10:4, pages 215824402096966.
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Chun Lai, Xuedan Qi, Chan Lü & Boning Lyu. (2018) The effectiveness of guided inductive instruction and deductive instruction on semantic radical development in Chinese character processing. Language Teaching Research 24:4, pages 496-518.
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Michael Li. (2020) A Systematic Review of the Research on Chinese Character Teaching and Learning. Frontiers of Education in China 15:1, pages 39-72.
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Sihui Echo Ke. (2020) Review of Research on Learning and Instruction with Specific Reference to Reading Chinese as an Additional Language (1976–2018). Frontiers of Education in China 15:1, pages 14-38.
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Seth Goss. (2019) Word recognition in a language with multiple orthographies: A semantic masked-priming study of L1 Mandarin learners of L3 Japanese. Journal of Japanese Linguistics 35:2, pages 235-255.
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Tianxu Chen. (2018) Joint Contributions of Multilevel Linguistic Knowledge to Character Meaning Retention in L2 Chinese. Journal of Psycholinguistic Research 48:1, pages 129-143.
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Chan LüChan Lü. 2019. Chinese Literacy Learning in an Immersion Program. Chinese Literacy Learning in an Immersion Program 81 109 .
Yang Dong, Jieyi Hu, Xiaoying Wu, Haoyuan Zheng & Xu Peng. (2018) The Evidence of Different Learning Environment Learning Effects on Vocabulary Size and Reading Comprehension. Frontiers in Psychology 9.
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