An Investigation of Reading Strategies Applied by American Learners of Chinese as a Foreign Language

Li‐Chun Lee‐Thompson

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Second Language Acquisition and Learning EFL/ESL Teaching and Learning Reading and Literacy Development

Abstract

Abstract: Minimal research has been conducted in reading Chinese as a second/ foreign language (CSI/CFL). In an effort to further the understanding of the reading process, this study, utilizing think aloud and retelling procedures, focuses on the identification of strategies that American university students applied to read Chinese texts (narrative and argumentative), and the difficulties encountered when processing texts for meaning. Also it examines whether Bernhardt's constructivist model can account for the reading process of the CFL learners at the intermediate proficiency level. The results show that the CFL readers employed bottom‐up and top‐down processing strategies, that their difficulties were pertinent to vocabulary, orthography, grammar, and background knowledge, and that Bernhardt's reading model could account for the reading process of CFL learners with minor modification.

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1990Learning Strategies in Second Language Acquisition 1996Verbal Protocols of Reading: The Nature of Constructively Responsive Reading 2005LANGUAGE LEARNING STRATEGY INSTRUCTION: CURRENT ISSUES AND RESEARCH 1986The Comprehension Strategies of Second Language Readers 2003Metacognition: An Overview.1990The Effects of Cultural Schemata on Reading Processing Strategies 1981Effects on Reading Comprehension of Language Complexity and Cultural Background of a Text 1999Modern Languages and Learning Strategies: In Theory and Practice

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