Volume 32, No. 2

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Recent Submissions

Now showing 1 - 5 of 9
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    Newsela: A Level-Adaptive App to Improve Reading Ability
    (University of Hawaii National Foreign Language Resource Center, 2020-10-15) Nushi, Musa ; Fadaei, Mohammad Hadi
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    Readings on L2 reading: Publications in other venues 2019-2020
    (University of Hawaii National Foreign Language Resource Center, 2020-10-15) Harris, Shenika ; Dolosic, Haley ; Balmaceda M., David
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    The Incidental Learning of L2 Chinese Vocabulary through Reading
    (University of Hawaii National Foreign Language Resource Center, 2020-10-15) Zhou, Jing ; Day, Richard R.
    The study investigated the effect of marginal glossing and frequency of occurrence on the incidental learning of six aspects of vocabulary knowledge through reading in the second language (L2) Chinese. Participants were 30 intermediate L2 Chinese learners in an American public university. The MACOVA tests indicated that the treatment group who read with marginal glossing significantly outperformed (F = 6.686, p < 0.01) the control group who did not read with marginal glossing on six aspects of vocabulary knowledge after reading two stories. Significant differences were found on receptive word form, productive word form, receptive word meaning, and productive word grammatical function. The two-way ANOVA test suggested that the treatment group performed consistently better on learning words repeated three times and one time, and there was no interaction between the groups and the frequency of occurrence the words. The findings indicated that reading interesting and comprehensible Chinese stories can be beneficial for the learning of Chinese words.
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    Oral Reading Miscues and Reading Comprehension by Chinese L2 Learners
    (University of Hawaii National Foreign Language Resource Center, 2020-10-15) Shen, Helen H. ; Zhou, Yi ; Gao, Gensong
    This study investigated types of oral reading miscues and their relationship with silent reading comprehension among college-level Chinese as a second language (L2) learners, as well as these students’ perspectives toward classroom oral reading practice, at three U.S. universities. Altogether, 80 students were selected randomly to participate in the study. Qualitative and quantitative analyses of data showed that first- through fourth-year students committed four categories of miscues while orally reading instructional-level material: orthographic, syntactic, semantic, and word-knowledge-based. Three of the four categories negatively correlate with silent reading comprehension. A survey of students at beginner and advanced levels showed that students at both levels view oral reading practice as important and helpful for improving their reading comprehension. Lower-level students prefer methods focused more on facilitating accurate character and word recognition, while advanced learners prefer methods that stress text comprehension and have oral reading integrated with other creative learning activities.
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    Harry Potter and the Prisoners of Vocabulary Instruction: Acquiring Academic Language at Hogwarts
    (University of Hawaii National Foreign Language Resource Center, 2020-10-15) McQuillan, Jeff
    Several researchers have claimed that low-achieving students, especially second language students, need explicit academic vocabulary instruction to “catch up” with their age peers (e.g., Nagy & Townsend, 2012). Two possible paths to vocabulary growth – free reading and explicit vocabulary instruction – were compared in terms of their efficiency (Mason, 2007) in words acquired per minute by analyzing data from a large corpus (1.1 million words) of young-adult novels taken from the Harry Potter series (Rowling, 2016), and from seven large-scale academic vocabulary intervention studies. The Harry Potter novels contain 85% of all the words on the Academic Word List (AWL), which is thought to include the most important word families needed for success in school. Reading all seven Harry Potter novels is predicted to result in the acquisition of between one-fifth and one-half of these AWL words. This vocabulary gain is 1.6 to four times more efficient than what has been achieved so far through explicit instruction.