UID:
almafu_9958128160302883
Format:
1 online resource (XIV, 185 p. 13 illus.)
Edition:
1st ed. 2016.
ISBN:
9789811006432
,
9811006431
Series Statement:
Springer Texts in Education,
Content:
This book investigates inherent, structural differences in the Chinese and English writing systems which predispose learners from childhood to develop specific literacy-learning strategies, which can impair later efforts at learning foreign language literacy if the foreign language script varies significantly from the native language script. It compares educational practices and philosophies in Chinese and English-speaking classrooms, and examines the psychological underpinnings of these literacy learning strategies. This book presents psychometric testing of adult reading strategy defaults and examines case study data, revealing that Chinese students are susceptible to misapplying Chinese character-level processing strategies to English word identification tasks, which decreases reading efficiency, and ultimately can lead to learning failure. Finally, a new educational framework is proposed for teaching beginning language-specific word identification and literacy-learning skills to learners whose first language script varies significantly from that of the target language.
Note:
Chapter 1 Introductions to Literacy -- Chapter 2 The Chinese Language -- Chapter 3 Chinese Elementary Education -- Chapter 4 English Education in the Chinese Classroom -- Chapter 5 Chinese on the Brain -- Chapter 6 Default Reading Strategies: English and Chinese -- Chapter 7 Reading against the stream: Using the wrong strategies to acquire L2 literacy -- Chapter 8 A better way: Teaching English from the ground up.
Additional Edition:
ISBN 9789811006418
Additional Edition:
ISBN 9811006415
Language:
English
DOI:
10.1007/978-981-10-0643-2
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