Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/62778

Relationships among Constructs of L2 Chinese Reading and Language Background.

File Size Format  
2017-05-phd-hsu.pdf 7.11 MB Adobe PDF View/Open

Item Summary

Title:Relationships among Constructs of L2 Chinese Reading and Language Background.
Authors:Hsu, Wei-Li
Contributors:Second Language Studies (department)
Keywords:L2 reading
Chinese as a second language
reading strategies
heritage language learning
Date Issued:May 2017
Publisher:University of Hawaiʻi at Mānoa
Abstract:Extensive research has been conducted on the relationships of Chinese-character
recognition to reading development; strategic competence to reading comprehension; and home
linguistic exposure to heritage language acquisition. However, studies of these relationships have
been marked by widely divergent theoretical underpinnings, and their results are not directly
comparable. The current study adopts a cognitive and component perspective on reading, and
uses structural equation modeling (SEM) to examine character-recognition skills, readingcomprehension
skills, strategy use, and language background. Among these four factors,
character-recognition skills are held to represent lower-level reading processing; reading
comprehension and strategy-use represent higher-level processing; and language background is
operationalized as a source of background knowledge.
The present study’s 85 participants were divided into four groups representing four
language backgrounds: Singaporean Chinese Mother Tongue language learners (Singaporean
CMTLLs) (n = 14), Chinese foreign language learners (CFLLs) (n = 19), Mandarin-speaking
heritage language learners (Man-HLLs) (n = 38), and Cantonese-speaking heritage language
learners (Can-HLLs) (n = 14). A package of eight instruments was administered via an online
platform, and included a language-background survey, a multiple-choice grammar subtest, a fillin-
the-blank cloze subtest, a multiple-choice passage-comprehension subtest, a strategy-use
survey, an ortho-phonological subtest, an ortho-semantic subtest, and a morphemediscrimination
subtest. The language-background survey was designed to gain a clear
understanding of the participants’ language backgrounds; the grammar, cloze, and passagecomprehension
subtests, to investigate their reading-comprehension ability; the strategy-use
survey, to capture the participants’ perceived use of six strategy types; and the orthoL2
phonological, ortho-semantic, and morpheme subtests, to examine their character-recognition
ability.
Description:Ph.D. Thesis. University of Hawaiʻi at Mānoa 2017.
URI:http://hdl.handle.net/10125/62778
Rights:All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
Appears in Collections: Ph.D. - Second Language Studies


Please email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.

Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.