Open AccessCan Word Segmentation and Length of Text Affect L2 Reading? Evidence From Advanced L2 Learners of Chinese and the Three Reading Models
Author(s) -
Ken Chen
Publication year - 2021
Publication title -
theory and practice in language studies
Language(s) - English
Resource type - Journals
eISSN - 2053-0692
pISSN - 1799-2591
DOI - 10.17507/tpls.1109.18
Subject(s) - reading (process) , text segmentation , affect (linguistics) , computer science , segmentation , word (group theory) , natural language processing , word length , linguistics , artificial intelligence , test (biology) , psychology , communication , paleontology , philosophy , biology
The purpose of this article is to examine whether the word segmentation and the length of text will promote Chinese as a second language reading, and what the appropriate reading models are best for L2 learners when they processing Chinese language reading tasks. According to the experiment test, the results indicated that the main effects of word segmentation and length of text were not significantly different, and the interaction effect of the two factors was not significant in statistics too for advanced proficiency L2 learners of Chinese. This article concludes by using the approach of word boundary and choosing the useful reading models for teaching Chinese reading in classrooms are the valuable approaches for teachers when they combine other effective ways in L2 education.