Can Word-Word Space Facilitate L2 Chinese Reading: Evidence From the Two Empirical Studies by Advanced L2 Learners of Mandarin Chinese

The purpose of this article aims to analyze the effect of word-word space in written Chinese to advanced non-native speakers when they read and process Mandarin texts. The participants have performed one online reaction time experiment and another one offline pencil-paper test. The results indicate...

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Autores principales:	Ken Chen, Lei Gu, Hongshan Zuo, Qiaoyan Bai
Formato:	article
Lenguaje:	EN
Publicado:	SAGE Publishing 2021
Materias:	History of scholarship and learning. The humanities AZ20-999 Social Sciences H
Acceso en línea:	https://doaj.org/article/08182746aaf54daa97c2cb986e370a95
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id	oai:doaj.org-article:08182746aaf54daa97c2cb986e370a95
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spelling	oai:doaj.org-article:08182746aaf54daa97c2cb986e370a952021-12-02T02:04:20ZCan Word-Word Space Facilitate L2 Chinese Reading: Evidence From the Two Empirical Studies by Advanced L2 Learners of Mandarin Chinese2158-244010.1177/21582440211059150https://doaj.org/article/08182746aaf54daa97c2cb986e370a952021-11-01T00:00:00Zhttps://doi.org/10.1177/21582440211059150https://doaj.org/toc/2158-2440The purpose of this article aims to analyze the effect of word-word space in written Chinese to advanced non-native speakers when they read and process Mandarin texts. The participants have performed one online reaction time experiment and another one offline pencil-paper test. The results indicate that the structure of word segmentation in written Chinese texts have play an effective role in sentences’ semantic processing, and the length and difficulty of sentences stimuli have also displayed significant function for their Chinese sentences processing. However, the results of offline test show that the combinational amount of segmental words have not affected the texts materials processed by advanced L2 participants. These results suggest that word boundary can facilitate L2 learners of Mandarin Chinese in processing text during their reading. Apart from theoretical implications, this article also proposes a new pedagogical approach to teaching text segmentation in Chinese, which can be useful in instructing Chinese as a second or foreign language.Ken ChenLei GuHongshan ZuoQiaoyan BaiSAGE PublishingarticleHistory of scholarship and learning. The humanitiesAZ20-999Social SciencesHENSAGE Open, Vol 11 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	History of scholarship and learning. The humanities AZ20-999 Social Sciences H
spellingShingle	History of scholarship and learning. The humanities AZ20-999 Social Sciences H Ken Chen Lei Gu Hongshan Zuo Qiaoyan Bai Can Word-Word Space Facilitate L2 Chinese Reading: Evidence From the Two Empirical Studies by Advanced L2 Learners of Mandarin Chinese
description	The purpose of this article aims to analyze the effect of word-word space in written Chinese to advanced non-native speakers when they read and process Mandarin texts. The participants have performed one online reaction time experiment and another one offline pencil-paper test. The results indicate that the structure of word segmentation in written Chinese texts have play an effective role in sentences’ semantic processing, and the length and difficulty of sentences stimuli have also displayed significant function for their Chinese sentences processing. However, the results of offline test show that the combinational amount of segmental words have not affected the texts materials processed by advanced L2 participants. These results suggest that word boundary can facilitate L2 learners of Mandarin Chinese in processing text during their reading. Apart from theoretical implications, this article also proposes a new pedagogical approach to teaching text segmentation in Chinese, which can be useful in instructing Chinese as a second or foreign language.
format	article
author	Ken Chen Lei Gu Hongshan Zuo Qiaoyan Bai
author_facet	Ken Chen Lei Gu Hongshan Zuo Qiaoyan Bai
author_sort	Ken Chen
title	Can Word-Word Space Facilitate L2 Chinese Reading: Evidence From the Two Empirical Studies by Advanced L2 Learners of Mandarin Chinese
title_short	Can Word-Word Space Facilitate L2 Chinese Reading: Evidence From the Two Empirical Studies by Advanced L2 Learners of Mandarin Chinese
title_full	Can Word-Word Space Facilitate L2 Chinese Reading: Evidence From the Two Empirical Studies by Advanced L2 Learners of Mandarin Chinese
title_fullStr	Can Word-Word Space Facilitate L2 Chinese Reading: Evidence From the Two Empirical Studies by Advanced L2 Learners of Mandarin Chinese
title_full_unstemmed	Can Word-Word Space Facilitate L2 Chinese Reading: Evidence From the Two Empirical Studies by Advanced L2 Learners of Mandarin Chinese
title_sort	can word-word space facilitate l2 chinese reading: evidence from the two empirical studies by advanced l2 learners of mandarin chinese
publisher	SAGE Publishing
publishDate	2021
url	https://doaj.org/article/08182746aaf54daa97c2cb986e370a95
work_keys_str_mv	AT kenchen canwordwordspacefacilitatel2chinesereadingevidencefromthetwoempiricalstudiesbyadvancedl2learnersofmandarinchinese AT leigu canwordwordspacefacilitatel2chinesereadingevidencefromthetwoempiricalstudiesbyadvancedl2learnersofmandarinchinese AT hongshanzuo canwordwordspacefacilitatel2chinesereadingevidencefromthetwoempiricalstudiesbyadvancedl2learnersofmandarinchinese AT qiaoyanbai canwordwordspacefacilitatel2chinesereadingevidencefromthetwoempiricalstudiesbyadvancedl2learnersofmandarinchinese
_version_	1718402692894687232

Can Word-Word Space Facilitate L2 Chinese Reading: Evidence From the Two Empirical Studies by Advanced L2 Learners of Mandarin Chinese

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