The Predictive Role of Grapho-Morphological Knowledge in Reading Comprehension for Beginning-Level L2 Chinese Learners.

Reading comprehension entails a set of distinct, yet interdependent cognitive, linguistic, and nonlinguistic processes. Previous second language (L2) Chinese studies have identified significant and positive impacts of grapho-morphological knowledge at the character and subcharacter (radical) levels on passage reading comprehension; however, little is known regarding how early L2 grapho-morphological knowledge at the character and radical levels jointly predict later L2 reading comprehension. This study aimed to fill this gap. One hundred and five beginning-level L2 Chinese collegiate learners were recruited, and completed two character-related and two radical-related tasks in Week 8, as well as one reading comprehension tasks in Week 18. The main findings, based on correlational and path analyses, suggested that L2 Chinese learners' early character-level and radical-level grapho-morphological knowledge significantly predicted later reading comprehension, yet the interrelations among grapho-morphological knowledge at the character and radical levels were complex. Path analyses identified direct and indirect paths from early character-level grapho-morphological knowledge to later reading comprehension, as well as indirect paths from early radical-level grapho-morphological knowledge to later reading comprehension. Methodological and pedagogical implications for L2 Chinese reading research and practices are discussed.

Cross-Linguistic Morphological Awareness in Chinese Heritage Language Reading Acquisition.

The study aimed to explore cross-linguistic contributions of morphological awareness to Chinese reading acquisition among Chinese heritage language (CHL) learners who had grown up speaking Chinese at home, received English medium education throughout schooling, and were studying Chinese at the time of the study. The sample thus represents a growing number of heritage-language (HL) speakers in US schools whose literacy development is not yet well documented. Little is known, to date, as to how HL literacy development benefits from the linguistic and metalinguistic resources gained through early oral language exposure. In the study, college-level CHL students (N = 195) completed a series of reading measures in their dominant language (English) and heritage language (Chinese). Path analysis was employed to test the cross-linguistic relationships in morphological awareness and lexical inference ability. The findings showed that dominant-language morphological awareness was significantly related to lexical inference skills in two languages. More critically, the current study tested the direct and indirect contributions of dominant-language morphological awareness to HL lexical inference. The results showed that dominant-language morphological awareness contributed only indirectly to HL lexical inference through HL morphological awareness and dominant-language lexical inference. Based on the findings, four tentative conclusions can be drawn: morphological awareness and lexical inference skills transfer across languages; cross-linguistic interaction only occurs between corresponding subskills; transferred subskills are modified to accommodate the target language properties; and the benefits of transferred subskills are realized only through their corresponding subskills in the target language. Practical implications of the findings are also discussed regarding HL instruction and learning.

Functional Nanoparticles-Coated Nanomechanical Sensor Arrays for Machine Learning-Based Quantitative Odor Analysis.

A sensing signal obtained by measuring an odor usually contains varied information that reflects an origin of the odor itself, while an effective approach is required to reasonably analyze informative data to derive the desired information. Herein, we demonstrate that quantitative odor analysis was achieved through systematic material design-based nanomechanical sensing combined with machine learning. A ternary mixture consisting of water, ethanol, and methanol was selected as a model system where a target molecule coexists with structurally similar species in a humidified condition. To predict the concentration of each species in the system via the data-driven approach, six types of nanoparticles functionalized with hydroxyl, aminopropyl, phenyl, and/or octadecyl groups were synthesized as a receptor coating of a nanomechanical sensor. Then, a machine learning model based on Gaussian process regression was trained with sensing data sets obtained from the samples with diverse concentrations. As a result, the octadecyl-modified nanoparticles enhanced prediction accuracy for water while the use of both octadecyl and aminopropyl groups was indicated to be a key for a better prediction accuracy for ethanol and methanol. As the prediction accuracy for ethanol and methanol was improved by introducing two additional nanoparticles with finely controlled octadecyl and aminopropyl amount, the feedback obtained by the present machine learning was effectively utilized to optimize material design for better performance. We demonstrate through this study that various information which was extracted from plenty of experimental data sets was successfully combined with our knowledge to produce wisdom for addressing a critical issue in gas phase sensing.

The role of the phonological loop in English word learning: a comparison of Chinese ESL learners and native speakers.

Although the role of the phonological loop in word-retention is well documented, research in Chinese character retention suggests the involvement of non-phonological encoding. This study investigated whether the extent to which the phonological loop contributes to learning and remembering visually introduced words varies between college-level Chinese ESL learners (N = 20) and native speakers of English (N = 20). The groups performed a paired associative learning task under two conditions (control versus articulatory suppression) with two word types (regularly spelled versus irregularly spelled words) differing in degree of phonological accessibility. The results demonstrated that both groups' recall declined when the phonological loop was made less available (with irregularly spelled words and in the articulatory suppression condition), but the decline was greater for the native group. These results suggest that word learning entails phonological encoding uniformly across learners, but the contribution of phonology varies among learners with diverse linguistic backgrounds.

Alphabetic and nonalphabetic L1 effects in English word identification: a comparison of Korean and Chinese English L2 learners.

Different writing systems in the world select different units of spoken language for mapping. Do these writing system differences influence how first language (L1) literacy experiences affect cognitive processes in learning to read a second language (L2)? Two groups of college students who were learning to read English as a second language (ESL) were examined for their relative reliance on phonological and orthographic processing in English word identification: Korean students with an alphabetic L1 literacy background, and Chinese students with a nonalphabetic L1 literacy background. In a semantic category judgment task, Korean ESL learners made more false positive errors in judging stimuli that were homophones to category exemplars than they did in judging spelling controls. However, there were no significant differences in responses to stimuli in these two conditions for Chinese ESL learners. Chinese ESL learners, on the other hand, made more accurate responses to stimuli that were less similar in spelling to category exemplars than those that were more similar. Chinese ESL learners may rely less on phonological information and more on orthographic information in identifying English words than their Korean counterparts. Further evidence supporting this argument came from a phoneme deletion task in which Chinese subjects performed more poorly overall than their Korean counterparts and made more errors that were phonologically incorrect but orthographically acceptable. We suggest that cross-writing system differences in L1s and L1 reading skills transfer could be responsible for these ESL performance differences.