EAN: 9789811006418

TEXTS IN EDUCATION TEACHING ENGLISH READING I...

This book investigates inherent  structural differences in the Chinese and English writing
systems which predispose learners from childhood to develop specific literacy-learning
strategies  which can impair later efforts at learning foreign language literacy if the foreign
language script varies significantly from the native language script. It compares educational
practices and philosophies in Chinese and English-speaking classrooms  and examines the
psychological underpinnings of these literacy learning strategies. This book presents
psychometric testing of adult reading strategy defaults and examines case study data  revealing
that Chinese students are susceptible to misapplying Chinese character-level processing
strategies to English word identification tasks  which decreases reading efficiency  and
ultimately can lead to learning failure. Finally  a new educational framework is proposed for
teaching beginning language-specific word identification and literacy-learning skills to
learners whose first language script varies significantly from that of the target language.

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