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Direct linkWang, Ying; McBride, Catherine; Zhou, Yanling; Joshi, R. Malatesha; Farver, Jo Ann M. – Journal of Research in Reading, 2018
How do native Chinese-speaking (CS) and non-Chinese-speaking (NCS) children learn to read and write in Chinese? In the present study, 29 CS and 34 NCS second and third graders aged 76 to 122 months (M = 93.65) participated in an experiment where they were taught 16 new Chinese characters in one of four conditions--copy, radical, phonological and…
Descriptors: Chinese, Native Speakers, Second Language Learning, Grade 2
Hummel, Kirsten M. – Language Teaching Research, 2010
This study addresses the role that active translation may have in second language (L2) vocabulary learning. Some research suggests that translation might be an effective cognitive strategy for L2 vocabulary learning. Participants were 191 native French-speaking students enrolled in a TESL (Teaching English as a Second Language) program.The study…
Descriptors: Translation, Second Language Learning, Vocabulary Development, Second Language Instruction
