| Summary: | 碩士 === 國立新竹教育大學 === 中國語文學系碩士班 === 104 === Read-out error types of Chinese characters in immigrant women
Shu-Huan Teng
Abstract
During the language learning process, learners inevitably encounter difficulties in learning or make mistakes. While reading aloud a text that has never been encountered, discrepancies between the readers’ utterances and the text in the article are referred to as “Reading Miscues” (Yue-nu Hong, 1998). These reading miscues are meaningful. Analysis of these miscues not only makes language learning more targeted but also assists while continuing education (Chang-lai Chen, 2005). This study’s participants are women new immigrants CSL learners
The learners’ reading miscues in Chinese were analyzed to further understand the learning difficulties they encounter when learning Chinese and their coping strategies.
The research results demonstrate that the types of reading miscues produced by this study’s participants mainly include substitution, reversal, lexically related items, omission, mother tongue interference in pronunciation, and others. However, comparatively better performance is seen in terms of phonetically related items and insertion. Moreover, research results demonstrate that regarding the relation between participants’ literacy and their types of reading miscues, literacy has an effect on reversal, omission, and lexically related items. In addition, the error rate of learners with higher literacy levels is clearly lower than that of learners with lower literacy levels. With regard to whether there is an interaction in the context of word recognition, i.e., grapheme presentation and sentence presentation, research results show that an interaction exists between the three types of reading miscues, including “response error rate,” “mother tongue interference in pronunciation,” and “other”.
To summarize the preceding section, in addition to enhancing students’ literacy as a means to decrease the recognition error rate, recognition context can be differentiated for instructional purposes so as to assist women new immigrants CSL learners in learning to read Chinese.
Keywords: Chinese Second Language learners, reading miscue
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