How Do Chinese ESL Learners Recognize English Words during a Reading Test? A Comparison with Romance-Language-Speaking ESL Learners

Autor/inn/en	Li, Hongli; Suen, Hoi K.
Titel	How Do Chinese ESL Learners Recognize English Words during a Reading Test? A Comparison with Romance-Language-Speaking ESL Learners
Quelle	In: International Multilingual Research Journal, 9 (2015) 2, S.93-107 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2014.995013
Schlagwörter	Chinese; English (Second Language); English Language Learners; Romance Languages; Reading Tests; Protocol Analysis; Difficulty Level; Vocabulary Development; Test Wiseness; Vocabulary Skills; Multiple Choice Tests; Adult Learning; Word Recognition; Comparative Analysis; Comparative Testing; Qualitative Research; Flesch Reading Ease Formula; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? China; Chinesen; English as second language; English; Second Language; Englisch als Zweitsprache; Romanische Sprache; Lesetest; Schwierigkeitsgrad; Wortschatzarbeit; Aktiver Wortschatz; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Adulte education; Adult training; Erwachsenenbildung; Worterkennung; Qualitative Forschung
Abstract	This study examines how Chinese ESL learners recognize English words while responding to a multiple-choice reading test as compared to Romance-language-speaking ESL learners. Four adult Chinese ESL learners and three adult Romance-language-speaking ESL learners participated in a think-aloud study with the Michigan English Language Assessment Battery (MELAB) reading test. As indicated by the think-aloud verbal reports, the Chinese ESL learners generally had more difficulty with English vocabulary, probably due to the vast difference between the writing system of Chinese and that of English. Rather, they were found to compensate for their deficiencies in vocabulary knowledge by extensively relying on test-taking strategies. The findings of this study are well supported by the cross-linguistic transfer theory and the compensatory nature of reading comprehension. The implications for teaching English vocabulary skills to Chinese ESL learners are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01