Are alphabetic language-derived models of L2 reading relevant to L1 logographic background readers?
Ehrich, John Fitzgerald , Zhang, Jun Lawrence , Mu, Jon Congjun , & Ehrich, Lisa C. (2012) Are alphabetic language-derived models of L2 reading relevant to L1 logographic background readers? Language Awareness.
In this paper, we argue that second language (L2) reading research, which has been informed by studies involving first language (L1) alphabetic English reading, may be less relevant to L2 readers with non-alphabetic reading backgrounds, such as Chinese readers with an L1 logographic (Chinese character) learning history. We provide both neuroanatomical and behavioural evidence from Chinese language reading studies to support our claims. The paper concludes with an argument outlining the need for a universal L2 reading model which can adequately account for readers with diverse L1 orthographic language learning histories.
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|Item Type:||Journal Article|
|Keywords:||first language reading, second language reading, language distance effects in reading, alphabetic-language reading models|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > LOTE ESL and TESOL Curriculum and Pedagogy (excl. Maori) (130207)|
|Divisions:||Current > Schools > School of Cultural & Professional Learning|
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2012 Taylor & Francis|
|Copyright Statement:||This is a preprint of an article submitted for consideration in the Language Awareness © 2012 [copyright Taylor & Francis]; Language Awareness is available online at: www.tandfonline.com|
|Deposited On:||29 Mar 2012 14:51|
|Last Modified:||25 Mar 2013 18:23|
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