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Zhang, Jie; Li, Hong; Liu, Yang; Chen, Yu – Reading and Writing: An Interdisciplinary Journal, 2020
Two experiments investigated whether exposure to Chinese characters and pinyin would facilitate oral vocabulary learning for Chinese as a first (L1) and second (L2) language learners. In Experiment 1, 48 second Chinese graders studied 15 made-up associations between spoken labels and pictures accompanied either by no orthography, by pinyin, or…
Descriptors: Oral Language, Vocabulary Development, Teaching Methods, Chinese
Li, Hong; Zhang, Jie; Ehri, Linnea; Chen, Yu; Ruan, Xiaotong; Dong, Qiong – Reading and Writing: An Interdisciplinary Journal, 2016
Previous research has shown that the presence of English word spellings facilitates children's oral vocabulary learning. Whether a similar orthographic facilitation effect may exist in Chinese is interesting but not intuitively obvious due to the character writing system representing morphosyllabic but not phoneme-size information, and the more…
Descriptors: Role, Orthographic Symbols, Chinese, Semantics
Leikin, Mark; Ibrahim, Raphiq; Eghbaria, Hazar – Reading and Writing: An Interdisciplinary Journal, 2014
The aim of the present study is to examine the influence of diglossia on linguistic and narrative structures in Arab kindergarten children by testing performance in production and comprehension. The 30 children who participated in our study were asked to retell one narrative text that was read aloud to them in Literary Arabic and another narrative…
Descriptors: Dialects, Semitic Languages, Kindergarten, Language Tests