Subskills and sub-knowledge in Chinese as a second language reading comprehension: a structural equation modeling study

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Reading and Writing Pub Date : 2024-09-12 DOI:10.1007/s11145-024-10588-7

Jia Lin, Li Yang

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Abstract

To achieve efficient reading comprehension, Chinese as a second language (L2) learners adopt various component skills and knowledge, including the aspects of vocabulary, grammar, and coherence. However, there is no consensus regarding the relative predictive powers of these three areas in L2 reading comprehension. Instead of employing direct measurement of student reading performance, this study aims to explore this issue by analyzing teacher perception data. Using a Likert-scale questionnaire, 95 experienced teachers rated L2 Chinese learners’ reading comprehension, subskills, and sub-knowledge of reading. The results of structural equation modeling reveal that the three areas of subskills and sub-knowledge (i.e., Vocabulary, Grammar, and Coherence) all positively and significantly predicted reading comprehension. Grammar exhibits the strongest predictive power, followed by Coherence, and Vocabulary. This study enhances our understanding of the relative contributions of subskills and sub-knowledge to L2 Chinese reading. Implications for L2 Chinese instruction are provided.

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汉语作为第二语言阅读理解中的子技能和子知识：结构方程模型研究

为了实现高效的阅读理解，汉语作为第二语言（L2）的学习者需要掌握各种技能和知识，包括词汇、语法和连贯性等方面。然而，关于这三个方面在第二语言阅读理解中的相对预测力，目前还没有达成共识。本研究没有直接测量学生的阅读成绩，而是通过分析教师的感知数据来探讨这一问题。95 名经验丰富的教师使用李克特量表问卷，对汉语学习者的阅读理解能力、阅读分技能和阅读分知识进行了评分。结构方程模型的结果显示，三个方面的子技能和子知识（即词汇、语法和连贯性）都对阅读理解有显著的正向预测作用。语法的预测能力最强，其次是连贯性和词汇。本研究加深了我们对次级技能和次级知识对第二语言汉语阅读的相对贡献的理解。本研究还为第二语言中文教学提供了启示。

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来源期刊

Reading and Writing Multiple-

CiteScore

5.20

自引率

16.00%

发文量

期刊介绍： Reading and writing skills are fundamental to literacy. Consequently, the processes involved in reading and writing and the failure to acquire these skills, as well as the loss of once well-developed reading and writing abilities have been the targets of intense research activity involving professionals from a variety of disciplines, such as neuropsychology, cognitive psychology, psycholinguistics and education. The findings that have emanated from this research are most often written up in a lingua that is specific to the particular discipline involved, and are published in specialized journals. This generally leaves the expert in one area almost totally unaware of what may be taking place in any area other than their own. Reading and Writing cuts through this fog of jargon, breaking down the artificial boundaries between disciplines. The journal focuses on the interaction among various fields, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Reading and Writing publishes high-quality, scientific articles pertaining to the processes, acquisition, and loss of reading and writing skills. The journal fully represents the necessarily interdisciplinary nature of research in the field, focusing on the interaction among various disciplines, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Coverage in Reading and Writing includes models of reading, writing and spelling at all age levels; orthography and its relation to reading and writing; computer literacy; cross-cultural studies; and developmental and acquired disorders of reading and writing. It publishes research articles, critical reviews, theoretical papers, and case studies. Reading and Writing is one of the most highly cited journals in Education, Educational Research, and Educational Psychology.