This study used eye-tracking to investigate the real-time processing of phonetic and semantic radicals (components of Chinese characters that give clues to their pronunciation and meaning) by intermediate-level university Chinese foreign language (CFL) learners. Additionally, the study examined how knowledge and awareness of radicals affect…

Learning Chinese characters could be challenging for many CSL learners due to the distinction in orthographic features between the Chinese written system and their first languages. While acquisition of orthographic knowledge could be important for learning Chinese characters, how they can gain knowledge about different aspects of Chinese…

This study investigates the role of morphological awareness in the incidental learning of Mandarin Chinese characters among Chinese as second language (CSL) learners. Participants of the study were 20 college-level international students, uniformly Thai in language background, enrolled to study CSL at Southwest University, Chongqing, China. The…

This paper contributes to the literature on the transferability of grapho-morphological awareness (GMA) for second language (L2) learners by analysing L2 learners' knowledge of morphology in reading. GMA helps readers to identify grammatical categories, infer meanings of unfamiliar words, and access stored lexical information. Previous research…

It is now generally agreed that "output" functions to promote language learning through focus on form. Empirical studies reveal that oral communicative tasks can arouse learners' negotiation of meaning, but they are not so effective in bringing about focus on form. Hence, researchers have suggested using collaborative writing tasks to…

Explores the interrelationships between linguistic awareness and language awareness (LA) with regard to second-language teaching and learning in Canada. The article argues that findings from research studies on linguistic awareness can inform practices in LA. Results call for explanations grounded cognitively, socially, and culturally. (22…

Reconsiders Ioup's (1984) claim that individuals can only use phonological clues in identifying the native language of English-as-a-Second-Language students. Results indicate that Ioup's claim does not give sufficient regard to some crucial considerations, including the potential of bilingual judges to detect characteristic structural errors of…