Chinese Text Presentations and Reading Efficiency

Autor/in	Yu, Qiaona
Titel	Chinese Text Presentations and Reading Efficiency
Quelle	In: Reading in a Foreign Language, 34 (2022) 1, S.142-164 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Alphabets; Language Proficiency; Reading Processes; Native Language; English; Second Language Learning; Accuracy; Layout (Publications); Reading Comprehension; Reading Rate; Second Language Instruction; Mandarin Chinese; Language Tests; Orthographic Symbols; Reading Tests; Higher Education + Suchen Sie Ihr Suchwort? Buchstabenschrift; Language skill; Language skills; Sprachkompetenz; Leseprozess; English language; Englisch; Zweitsprachenerwerb; Textgestaltung; Leseverstehen; Reading readiness; Reading speed; Lesegeschwindigkeit; Fremdsprachenunterricht; Language test; Sprachtest; Lesetest; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Unlike alphabetic languages, Chinese text marks no word demarcation. Previous research inserted word-demarcating spaces into Chinese text but found inconsistent effects on reading efficiency. To address the potential trade-off effects of the additional length caused by inserted spaces, this study introduces color-and-font formatting as a word demarcation. A total of 41 first-language (L1) and English-speaking second-language (L2) Chinese speakers read Chinese text presented in conventional, interword spaced, nonword spaced, interword formatted, and nonword formatted conditions. Participants further answered comprehension questions and shared retrospective perceptions. The results suggest altered text presentations can facilitate reading for L2 Chinese learners in accordance with proficiency levels and learning objectives. Interword spaced text facilitated reading speed, especially for higher-level Chinese learners. Interword formatted text facilitated accuracy for all L2 Chinese learners. Nonword formatted text facilitated accuracy for lower-level Chinese learners. In addition, altered text presentations were generally acknowledged and welcomed by L2 Chinese learners. (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