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

Authors

John F. Ehrich, University of WollongongFollow
Lawrence J. Zhang, The University of Auckland,
Jon C. Mu, Shanghai Maritime University
Lisa C. Ehrich, Queensland University Of TechnologyFollow

RIS ID

63130

Publication Details

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.

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.