Investigating the Relationship Between Oral Reading Miscues and Comprehension in L2 Chinese
Reading comprehension in Chinese as a second language (L2 Chinese) presents unique challenges due to the language’s logographic writing system. Analysis of oral reading miscues reveals specific patterns in L2 learners’ reading processes and comprehension difficulties. Despite established theoretical...
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MDPI AG
2025-05-01
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| author | Sicheng Wang |
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| description | Reading comprehension in Chinese as a second language (L2 Chinese) presents unique challenges due to the language’s logographic writing system. Analysis of oral reading miscues reveals specific patterns in L2 learners’ reading processes and comprehension difficulties. Despite established theoretical frameworks for miscue analysis in alphabetic languages, empirical research on miscues in logographic systems such as Chinese remains limited, particularly regarding their relationship with reading comprehension. This study investigates the relationship between oral reading miscues and literal comprehension of Chinese texts among L2 Chinese learners. Sixty-six intermediate-level Chinese learners from U.S. universities participated in the study. Oral reading and sentence-level translation tasks were administered to examine miscues and assess comprehension. Through analyzing the oral reading data, we identified 14 types of oral reading miscues, and they were categorized into four categories: orthographic, syntactic, semantic, and word processing miscues. Results showed strong negative correlations between oral reading miscues and comprehension. Orthographic, syntactic, and semantic miscues were negatively correlated with reading comprehension performance, while word processing miscues showed no significant correlation with comprehension. The findings reveal the complex relationship between character recognition, word processing behaviors, and comprehension in L2 Chinese reading, and suggest a need for a nuanced approach to oral reading error correction in L2 Chinese reading instruction. Based on the findings, pedagogical implications for effective reading instruction and reading assessment in L2 Chinese classrooms are discussed. |
| format | Article |
| id | doaj-art-4bbb2800e3a645db9d2e906a304e1765 |
| institution | OA Journals |
| issn | 2226-471X |
| language | English |
| publishDate | 2025-05-01 |
| publisher | MDPI AG |
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| series | Languages |
| spelling | doaj-art-4bbb2800e3a645db9d2e906a304e17652025-08-20T01:56:28ZengMDPI AGLanguages2226-471X2025-05-0110511510.3390/languages10050115Investigating the Relationship Between Oral Reading Miscues and Comprehension in L2 ChineseSicheng Wang0University International College, Macau University of Science and Technology, Taipa 999078, Macao, ChinaReading comprehension in Chinese as a second language (L2 Chinese) presents unique challenges due to the language’s logographic writing system. Analysis of oral reading miscues reveals specific patterns in L2 learners’ reading processes and comprehension difficulties. Despite established theoretical frameworks for miscue analysis in alphabetic languages, empirical research on miscues in logographic systems such as Chinese remains limited, particularly regarding their relationship with reading comprehension. This study investigates the relationship between oral reading miscues and literal comprehension of Chinese texts among L2 Chinese learners. Sixty-six intermediate-level Chinese learners from U.S. universities participated in the study. Oral reading and sentence-level translation tasks were administered to examine miscues and assess comprehension. Through analyzing the oral reading data, we identified 14 types of oral reading miscues, and they were categorized into four categories: orthographic, syntactic, semantic, and word processing miscues. Results showed strong negative correlations between oral reading miscues and comprehension. Orthographic, syntactic, and semantic miscues were negatively correlated with reading comprehension performance, while word processing miscues showed no significant correlation with comprehension. The findings reveal the complex relationship between character recognition, word processing behaviors, and comprehension in L2 Chinese reading, and suggest a need for a nuanced approach to oral reading error correction in L2 Chinese reading instruction. Based on the findings, pedagogical implications for effective reading instruction and reading assessment in L2 Chinese classrooms are discussed.https://www.mdpi.com/2226-471X/10/5/115L2 Chinese readingoral readingmiscue analysisreading comprehensionreading assessment |
| spellingShingle | Sicheng Wang Investigating the Relationship Between Oral Reading Miscues and Comprehension in L2 Chinese Languages L2 Chinese reading oral reading miscue analysis reading comprehension reading assessment |
| title | Investigating the Relationship Between Oral Reading Miscues and Comprehension in L2 Chinese |
| title_full | Investigating the Relationship Between Oral Reading Miscues and Comprehension in L2 Chinese |
| title_fullStr | Investigating the Relationship Between Oral Reading Miscues and Comprehension in L2 Chinese |
| title_full_unstemmed | Investigating the Relationship Between Oral Reading Miscues and Comprehension in L2 Chinese |
| title_short | Investigating the Relationship Between Oral Reading Miscues and Comprehension in L2 Chinese |
| title_sort | investigating the relationship between oral reading miscues and comprehension in l2 chinese |
| topic | L2 Chinese reading oral reading miscue analysis reading comprehension reading assessment |
| url | https://www.mdpi.com/2226-471X/10/5/115 |
| work_keys_str_mv | AT sichengwang investigatingtherelationshipbetweenoralreadingmiscuesandcomprehensioninl2chinese |