Title

Are alphabetic language -derived models of L2 reading relevant to L1 logographic background readers?

Document Type

Journal Article

Publisher

Taylor & Francis (Routledge)

Faculty

Faculty of Education and Arts

School

School of Education

RAS ID

13160

Comments

This is an Accepted Manuscript of an article published by Taylor & Francis in Language Awareness on 28 March 2013 as: Ehrich, J. F., Zhang, L. J., Mu, J. C. & Ehrich, L. C. (2013) Are alphabetic language -derived models of L2 reading relevant to L1 logographic background readers? Language Awareness, 22(1), 39-55. Available online here

Abstract

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.

DOI

10.1080/09658416.2011.644796

Access Rights

free_to_read

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