科研之友
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摘要
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.
- 出版日期2013-2-1
- 单位上海海事大学
