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Introductions to Literacy

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Teaching English Reading in the Chinese-Speaking World

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Abstract

This chapter introduces the central theses of the manuscript, namely that (1) incorrect extension of native language (L1) word processing strategies to reading a second language (L2) script which is typologically different from that of the native language can yield inefficiencies which can negatively impact literacy development in the target language; and (2) Chinese students of English as a foreign language have a high predisposition, due to the unique traits of Chinese and English scripts, to misapplying L1 word-identifying processes to the L2, even when such processes are inefficient or ineffective in the L2 script, which can have disastrous results on ultimate L2 attainment if not addressed. The chapter reviews some basic theories of reading science including the benefits of L2 literacy to L2 study and how we identify words in all languages before giving a brief preview of upcoming chapter content.

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Authors and Affiliations

  1. Akita International University, Akita, Japan

    Clay Williams

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  1. Clay Williams
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Correspondence to Clay Williams .

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© 2016 Springer Science+Business Media Singapore

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Williams, C. (2016). Introductions to Literacy. In: Teaching English Reading in the Chinese-Speaking World. Springer Texts in Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-0643-2_1

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  • DOI: https://doi.org/10.1007/978-981-10-0643-2_1

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  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-10-0641-8

  • Online ISBN: 978-981-10-0643-2

  • eBook Packages: EducationEducation (R0)

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