ERIC Number: EJ1059279
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
How Do Chinese ESL Learners Recognize English Words during a Reading Test? A Comparison with Romance-Language-Speaking ESL Learners
Li, Hongli; Suen, Hoi K.
International Multilingual Research Journal, v9 n2 p93-107 2015
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.
Descriptors: 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
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Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Flesch Reading Ease Formula; Test of English as a Foreign Language