Reading Comprehension Component Skills of Chinese-Speaking ESL and EFL Learners

Autor/in	Ke, Sihui
Titel	Reading Comprehension Component Skills of Chinese-Speaking ESL and EFL Learners
Quelle	In: Reading in a Foreign Language, 34 (2022) 2, S.306-324 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Chinese; Native Language; Reading Comprehension; English (Second Language); Second Language Learning; Second Language Instruction; Listening Comprehension; Inferences; Correlation; Adult Students; Reading Skills; Word Recognition; Predictor Variables; Decoding (Reading); Intensive Language Courses; Readability; Readability Formulas; Reading Tests; Language Tests; Foreign Countries; Undergraduate Students; Student Characteristics; Task Analysis; China; United States; Flesch Kincaid Grade Level Formula; Test of Word Reading Efficiency; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? China; Chinesen; Leseverstehen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Hörverständnis; Inference; Inferenz; Korrelation; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Reading skill; Lesefertigkeit; Worterkennung; Prädiktor; Dekodierung; Intensivkurs; Sprachkurs; Lesbarkeit; Lesetest; Language test; Sprachtest; Ausland; Aufgabenanalyse; USA
Abstract	This research compared the contributions of lexical inferencing, decoding, and listening comprehension to reading comprehension in Chinese-speaking learners of English as a second language (ESL) enrolled in university bridging programs in the U.S. and Chinese-speaking university learners of English as a foreign language (EFL) in mainland China. The findings suggested that the contributions of these three reading component skills differed in ESL and EFL contexts: In the ESL context, both second language (L2) lexical inferencing and L2 decoding were significant predictors of L2 reading comprehension, but L2 listening comprehension did not correlate with L2 reading comprehension. In the EFL context, L2 lexical inferencing was the only significant predictor of L2 reading comprehension. Thus, it appears that the Simple View Reading (decoding + listening comprehension = reading comprehension) is not applicable to Chinese-speaking adult learners of L2 English because learners in both ESL and EFL contexts rely on word-level reading subskills. (As Provided).
Anmerkungen	National Foreign Language Resource Center at University of Hawaii. 1859 East-West Road #106, Honolulu, HI 96822. e-mail: readfl@hawaii.edu; Web site: https://nflrc.hawaii.edu/rfl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01