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JTCLT Abstract

Volume 5 Number 1, 2014
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Kuo, Y., & Yu, P. (2014). L1 and L2 online reading strategy usage of advanced Chinese learners. Journal of Technology and Chinese Language Teaching, 5(1), 1-17.

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Abstract/摘要:

This study examined and compared online reading strategies of advanced CFL learners (N=17) in English and Chinese using data from Online Survey of Reading Strategies (OSORS), think-aloud protocols, and follow-up interviews (Oxford & Crookall, 1989). Online reading strategies have three main categories: Global Reading Strategies (GRS), Problem Solving Strategies (PSS), and Support Reading Strategies (SRS). The results showed that participants used PSS more frequently than GRS and SRS. In addition, participants’ use of GRS had significantly more than SRS in English. Their use of SRS in Chinese had significantly more than in English. Furthermore, among the PRS, participants distinguished between fact and opinion, and looked for both sides of an issue significantly more in English. Among the SRS, participants printed out a hard copy and underlined information, and used reference materials significantly more in Chinese contexts than in English contexts. The data from think-aloud protocols and interviews reinforced OSORS results.

本研究探讨十七名高级汉语学习者的线上汉语与英语的阅读策略使用。本研究的研究方法为线上阅读策略使用问卷、有声思维法和访谈方式。线上阅读策略分为三大类: 全盘阅读策略、问题解决策略及辅助策略。 研究结果显示受试者使用问题解决策略的频率比全盘阅读策略及辅助策略的频率高。此外, 受试者的汉语辅助策略使用频率多于英语辅助策略使用。此三大类阅读策略在汉语与英语的使用情境下也将详细探讨。

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