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Chen, Tianxu – Journal of Psycholinguistic Research, 2019
Character learning is a key issue for second language (L2) Chinese learners. However, our understanding is limited regarding the extent to which the multilevel linguistic knowledge simultaneously works for learning characters, particularly for L2 compound character meaning retention. To fill these gaps, two research questions were addressed. (1)…
Descriptors: Second Language Learning, Orthographic Symbols, College Students, Chinese
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Cheng, Yu-Lin – Journal of Psycholinguistic Research, 2017
English orthographic learning, among Chinese-L1 children who were beginning to learn English as a foreign language, was documented when: (1) "only" visual memory was at their disposal, (2) visual memory and either "some" letter-sound knowledge or "some" semantic information was available, and (3) visual memory,…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Phoneme Grapheme Correspondence