• Subskills and Sub-Knowledge in...

Treffer: Subskills and Sub-Knowledge in Chinese as a Second Language Reading Comprehension: A Structural Equation Modeling Study

Title:
Subskills and Sub-Knowledge in Chinese as a Second Language Reading Comprehension: A Structural Equation Modeling Study
Language:
English
Authors:
Jia Lin (ORCID 0000-0002-6002-8887), Li Yang (ORCID 0000-0002-4608-2705)
Source:
Reading and Writing: An Interdisciplinary Journal. 2025 38(7):2059-2085.
Availability:
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed:
Y
Page Count:
27
Publication Date:
2025
Document Type:
Fachzeitschrift Journal Articles<br />Reports - Research<br />Tests/Questionnaires
Descriptors:
Second Language Learning, English (Second Language), Reading Comprehension, Reading Skills, Structural Equation Models, Vocabulary Development, Grammar, Teacher Attitudes, Learning Analytics, Attitude Measures, Prior Learning, Rhetoric, Predictor Variables, Second Language Instruction
DOI:
10.1007/s11145-024-10588-7
ISSN:
0922-4777
1573-0905
Entry Date:
2025
Accession Number:
EJ1482339
Database:
ERIC

Weitere Informationen

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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