TY - JOUR
T1 - Are alphabetic language -derived models of L2 reading relevant to L1 logographic background readers?
AU - Ehrich, John Fitzgerald
AU - Zhang, Lawrence Jun
AU - Mu, Jon Congjun
AU - Ehrich, Lisa Catherine
PY - 2013
Y1 - 2013
N2 - In this paper, we argue that second language (L2) reading research, which has been informed by studies involving first language (L1) alphabetic English reading, may be less relevant to L2 readers with non-alphabetic reading backgrounds, such as Chinese readers with an L1 logographic (Chinese character) learning history. We provide both neuroanatomical and behavioural evidence from Chinese language reading studies to support our claims. The paper concludes with an argument outlining the need for a universal L2 reading model which can adequately account for readers with diverse L1 orthographic language learning histories.
AB - In this paper, we argue that second language (L2) reading research, which has been informed by studies involving first language (L1) alphabetic English reading, may be less relevant to L2 readers with non-alphabetic reading backgrounds, such as Chinese readers with an L1 logographic (Chinese character) learning history. We provide both neuroanatomical and behavioural evidence from Chinese language reading studies to support our claims. The paper concludes with an argument outlining the need for a universal L2 reading model which can adequately account for readers with diverse L1 orthographic language learning histories.
KW - first language reading
KW - second language reading
KW - alphabetic-language reading models
KW - language distance effects in reading
UR - http://www.scopus.com/inward/record.url?scp=84873202787&partnerID=8YFLogxK
U2 - 10.1080/09658416.2011.644796
DO - 10.1080/09658416.2011.644796
M3 - Article
AN - SCOPUS:84873202787
VL - 22
SP - 39
EP - 55
JO - Language Awareness
JF - Language Awareness
SN - 0965-8416
IS - 1
ER -