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Direct linkLi, Lexi Xiaoduo – Cogent Education, 2022
This study aims to examine how Chinese learners develop in their use and misuse of English modal verbs from Grade 7 to 9. Specifically, it examines form-function connections and explores the factors behind learners' development. The main focus is on the modal verbs "can," "could," "will," "would,"…
Descriptors: Verbs, Second Language Learning, Second Language Instruction, Native Language
Download full textWong, Yu Ka – ECNU Review of Education, 2020
Purpose: This study investigates young Chinese as a second language (CSL) learners' Chinese character reading performance and its relationship with their orthographic awareness. There is a pressing need to gain a better understanding of Hong Kong's ethnic minority students' CSL acquisition, so that more effective instruction can be provided.…
Descriptors: Correlation, Chinese, Orthographic Symbols, Reading Skills
Hung, Yueh-Nu – Reading Psychology, 2019
This study adopted eye movement miscue analysis research method to examine and illustrate the cognitive and psychological processes of meaning construction and error detection in reading Chinese. Eighteen Taiwanese grade five elementary students read a short Chinese text with six embedded errors. Results show that like earlier studies, only about…
Descriptors: Elementary School Students, Grade 5, Chinese, Eye Movements
Chen, Chiu-Jung – Journal of Curriculum and Teaching, 2016
The purpose of this study is to explore the difficulties of immigrants' children from Southeastern Asia on learning Chinese phonetic symbols and provide further instructors a reference while educating them in early childhood. The participants are native Taiwanese children (N = 40) and immigrant children from Southeastern Asia (N = 34) at the first…
Descriptors: Foreign Countries, Immigrants, Chinese, Phonetics
Li, Tong; Wang, Ying; Tong, Xiuhong; McBride, Catherine – Journal of Psycholinguistic Research, 2017
To investigate the relationship between Chinese children's character and word reading, 62 third and 50 fifth grade children in Hong Kong were asked to read single characters and words that were comprised of these characters. Results showed that words helped children to recognize characters for both grades of children. Compared to older children,…
Descriptors: Chinese, Reading Processes, Written Language, Orthographic Symbols
Tong, Xiuli; McBride, Catherine – Scientific Studies of Reading, 2014
This study examined how Chinese children acquire the untaught positional constraints of stroke patterns that are embedded in left-right structured and top-bottom structured characters. Using an orthographic regularity pattern elicitation paradigm, 536 Hong Kong Chinese children at different levels of reading (kindergarten, 2nd, and 5th grades)…
Descriptors: Foreign Countries, Elementary School Students, Written Language, Language Acquisition
Huang, Qiaoya; Chen, Xiaoning – Reading Matrix: An International Online Journal, 2012
The aim of this study was to review the Chinese translation errors in 31 English/Chinese bilingual children's picture books. While bilingual children's books make definite contributions to language acquisition, few studies have examined the quality of these books, and even fewer have specifically focused on English/Chinese bilingual books.…
Descriptors: Childrens Literature, Second Language Learning, English (Second Language), Bilingualism
Lam, Sutie S. T.; Au, Ricky K. C.; Leung, Howard W. H.; Li-Tsang, Cecilia W. P. – Research in Developmental Disabilities: A Multidisciplinary Journal, 2011
The aim of this study was to investigate the Chinese handwriting performance of typical children and children with dyslexia, and to examine whether speed and accuracy of handwriting could reliably discriminate these two groups of children. One hundred and thirty-seven children with dyslexia and 756 typical children were recruited from main stream…
Descriptors: Chinese, Handwriting, Elementary School Students, Dyslexia
Lynch, Collin F., Ed.; Merceron, Agathe, Ed.; Desmarais, Michel, Ed.; Nkambou, Roger, Ed. – International Educational Data Mining Society, 2019
The 12th iteration of the International Conference on Educational Data Mining (EDM 2019) is organized under the auspices of the International Educational Data Mining Society in Montreal, Canada. The theme of this year's conference is EDM in Open-Ended Domains. As EDM has matured it has increasingly been applied to open-ended and ill-defined tasks…
Descriptors: Data Collection, Data Analysis, Information Retrieval, Content Analysis
