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New evidence from eye-tracking on how young adult Chinese speakersprocess Chinese and English words when reading |
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| รหัสดีโอไอ | |
| Creator | Gloria Shu Mei Chwo |
| Title | New evidence from eye-tracking on how young adult Chinese speakersprocess Chinese and English words when reading |
| Publisher | Phetchaburi Rajabhat University |
| Publication Year | 2565 |
| Journal Title | Interdisciplinary Research Review (IRR) |
| Journal Vol. | 17 |
| Journal No. | 1 |
| Page no. | 1-9 |
| Keyword | L1 and L2 reading, two routes for reading, eye-tracking, writing system effect, instruction effect, awareness |
| URL Website | https://ph02.tci-thaijo.org/index.php/jtir |
| Website title | Interdisciplinary Research Review (IRR) |
| ISSN | 2697-536X |
| Abstract | Past research reveals the relevance of two routes for reading word recognition (direct/graphic and indirect/grapho-phonological). Choice of route is especially influenced by the writing system of the language, how word reading is taught,and for second languages, the first language processing route and level of second language exposure. However, the continuingeffect of early instruction at a later age, and its impact relative to the other factors, have not been fully revealed. This study,therefore, examined those factors in L1 Chinese and L2/L3 English reading by university students in Hong Kong and Taiwan,exploiting the fact that early reading instruction is in both languages predominantly ‘whole word’ in Hong Kong versus ‘phonic’in Taiwan. University participants in Hong Kong and Taiwan responded to a true/false judgment task using sentences containing contextually incongruent words that were phonologically or graphically similar to contextually congruent words. Accuracy andeye-tracking data were gathered. Only writing system effect was significant: the route favoured by the writing system prompted differential fixation time on the target word, and differential accuracy (F=10.94, p=.004, partial eta squared=.354). The lack ofenduring word reading instruction effect suggests that teachers need not limit themselves exclusively to either phonics or wholeword instruction. |
