Analytic versus Holistic Recognition of Chinese Words among L2 Learners

Autor/inn/en	Jiang, Nan; Hou, Fengyun; Jiang, Xin
Titel	Analytic versus Holistic Recognition of Chinese Words among L2 Learners
Quelle	In: Modern Language Journal, 104 (2020) 3, S.567-580 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jiang, Nan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/modl.12662
Schlagwörter	Word Recognition; Reading Processes; Holistic Approach; Reading Strategies; Second Language Learning; Comparative Analysis; Chinese; Second Language Instruction; Native Speakers; Teaching Methods; Reading Instruction + Suchen Sie Ihr Suchwort? Worterkennung; Leseprozess; Holistischer Ansatz; Reading strategy; Leselernstufe; Lesetechnik; Zweitsprachenerwerb; China; Chinesen; Fremdsprachenunterricht; Muttersprachler; Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht
Abstract	In studying the relationship between word recognition and reading development, a distinction is made between analytic and holistic processing of words. These strategies are often assessed in a length effect in an alphabetic language or in a stroke-number effect in a logographic language. Analytical processing is associated with a robust length or stroke-number effect while holistic processing is reflected in smaller or a lack of such effects. Research has shown that skilled readers employ holistic processing while less skilled readers rely more on analytical processing. The present study examined analytic versus holistic word recognition among second language learners by comparing learners of Chinese as a second language (CSL) and Chinese native speakers (NSs) in a lexical decision task. Thirty Chinese NSs and 28 CSL learners were tested on 90 disyllabic Chinese words that varied in stroke number from 5 to 27. A robust stroke-number effect was found among CSL participants but not among NS controls. The findings raised a number of theoretical and pedagogical issues in relation to word recognition and reading development among CSL learners and among second language learners in general. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01