Browsing by Author "Lin, Lu-Chun"

Now showing 1 - 3 of 3

A think-aloud study of strategy use by EFL college readers reading Chinese and English texts
(2015-08-01)
Lin, Lu-Chun
;
Yu, Wan-Yu
;
英語教學研究所
;
Institute of Teaching English to speakers of other Languages
This study used a think-aloud approach to compare reading strategy use in the first language (L1) and non-native language (L2) among 36 English as a foreign language (EFL) college students at different reading levels. The participants took an English proficiency test and participated in two individual sessions in which a reading test and a think-aloud task were administered separately in Chinese and English. Cross-language transfer theory and the linguistic threshold hypothesis were used to conceptualise the similarities and differences in L1 and L2 reading strategies. This study found more frequent and diverse strategy use in English than in Chinese. Similar patterns of meta-cognitive strategy use were evident in both languages. The applications of certain meta-cognitive and support strategies served as indicators that differentiated more-proficient from less-proficient readers. The present study extended previous questionnaire studies and suggested that English reading instruction should be informed by this line of research to provide instruction on effective reading strategy use for EFL learners.
Mandarin-English bilingual vocabulary development in an English-immersion preschool: How does it compare with monolingual development?
(2016-04)
Lin, Lu-Chun
;
Johnson, Cynthia J.
;
英語教學研究所
;
Institute of Teaching English to speakers of other Languages
Aims and objectives: A common phenomenon in many Asian countries is parents enrolling their preschoolers in bilingual or English-immersion programs to provide a head start in learning English. A frequently raised concern is that learning English too early can hamper children\'s language development. This study examined the receptive and expressive vocabularies of children in an English-immersion preschool in Taiwan and compared their receptive and expressive vocabulary skills to those of their monolingual peers. Methodology: Mandarin receptive and expressive vocabulary tests were individually administered to 25 bilingual Mandarin-English-speaking and 24 monolingual Mandarin-speaking 5-year-olds, while standardized English receptive and expressive vocabulary tests were given to the bilinguals only. Data analysis: Multivariate analysis of variance and one-sample t-tests were performed to determine whether the bilinguals showed a gap in the development of receptive and expressive vocabulary compared to Mandarin monolingual peers or to English monolingual norms. Follow-up analyses were further conducted to determine differences between the bilingual and monolingual groups on specific vocabulary items. Findings and conclusions: Findings corroborate previous studies that show relatively smaller receptive and expressive vocabularies in bilinguals\' L1 and L2. Follow-up analyses further suggest the circumstance-specific and distributed nature of bilingual vocabulary. Possible explanations proposed in the literature and the present study provide an insight into the nature of bilingual vocabulary development. Originality and implications: The present study provides a preliminary understanding of Mandarin-English vocabulary development in a group of bilingual preschoolers learning English in an English-as-a-foreign language-immersion program, a less-studied context. Insight into the nature of bilingual vocabulary development in different contexts should enable concerned parents and language educators to provide language-rich home and school environments, with exposure to a variety of words and support for learning translation equivalents.
Phonological patterns in Mandarin-English bilingual children
(2010)
Lin, Lu-Chun
;
Johnson, Cynthia J.
;
語言教學與研究中心
;
Language Teaching and Research Center
Adele Miccio recognized the paucity of information on the phonological development of children from diverse linguistic and cultural backgrounds, and emphasized the need to apply advances in bilingual phonological research toward an appropriate phonological measure for bilingual children. In the spirit of her pioneering work, the present study investigated both Mandarin and English phonological patterns in typically-developing 5-year-old bilingual children in an English-immersion programme in Taiwan. Consonant and vowel accuracy, number and types of phonological processes, and Mandarin-influenced English patterns were assessed on a single-word assessment in each language. Results indicated comparable levels of phoneme accuracy and similar rates and types of phonological processes for bilinguals and their monolingual counterparts. A number of English phonological processes for bilinguals, however, suggested a possible Mandarin influence. The present results reiterate Dr Miccio's call for interdisciplinary collaboration to enhance one's understanding of bilingual language development, to advance successful intervention for bilingual children.