Skip to main content
SpringerLink
Log in

Word-meaning inference in L2 Chinese: an interactive effect of learners’ linguistic knowledge and words’ semantic transparency

  • Published:
Reading and Writing Aims and scope Submit manuscript

Abstract

Recent second language (L2) reading studies have examined how characteristics of an individual learner and word-specific linguistic properties jointly predict successful L2 word-meaning inference, i.e., a learner’s ability to guess the meaning of an unknown word. Semantic transparency is one such word-specific property. Each constituent morpheme in a compound word contributes differently to the word’s overall meaning. As a result, words vary in the degree to which they are transparent or opaque. The ability to infer the meanings of these compounds is associated with broad linguistic knowledge that varies greatly across learners. This study explores how L2 linguistic knowledge as an individual learner factor and semantic transparency as a word-specific property interact to affect L2 learners’ word-meaning inference in Chinese. Two hundred and twelve adult L2 learners of Chinese in China completed six paper–pencil tasks, which measured participants’ short-term memory, linguistic knowledge, and meaning inference of compound Chinese words that varied in their semantic transparency. The results showed that linguistic knowledge interacted with semantic transparency in word-meaning inference: morpheme knowledge and grammatical knowledge were significant contributors of word-meaning inference only for transparent words when L2 learners’ short-term memory was controlled. These findings underscore how reading in an L2 involves the interplay between the learners’ characteristics (e.g., linguistic knowledge) and language-specific properties (e.g., semantic transparency).

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

Notes

  1. This manuscript uses Pinyin romanization, which indicates the spoken syllable and lexical tone.

  2. Cronbach’s α was not applied to the morpheme knowledge and vocabulary knowledge stimuli due to the nonce characters and pseudowords involved, but the reliability of the checklist format has been established by previous studies (see Anderson & Freebody, 1983; Chen, 2018, 2019a). Additionally, this study used Zhang’s (2015) scoring formula rather than d-prime because the stimuli did not contain an equal number of real and nonce/pseudoword targets.

References

  • Anderson, R. C., & Freebody, P. (1983). Reading comprehension and the assessment and acquisition of word knowledge. In B. Huston (Ed.), Advances in reading research (pp. 231–256). Greenwich, CT: JAI.

    Google Scholar 

  • August, D., Carlo, M., Dressler, C., & Snow, C. (2005). The critical role of vocabulary development for English language learners. Learning Disabilities Research & Practice, 20(1), 50–57.

    Google Scholar 

  • Baddeley, A. (1992). Working memory. Science, 255, 556–559.

    Google Scholar 

  • Balota, D. A. (1994). Visual word recognition: The journey from features to meaning. In M. A. Gernsbacher (Ed.), Handbook of psycholinguistics (pp. 303–358). Mahwah, NJ: Lawrence Erlbaum Associates Inc.

    Google Scholar 

  • Budescu, D., & Bar-Hillel, M. (1993). To guess or not to guess: A decision-theoretic view of formula scoring. Journal of Educational Measurement, 30(4), 277–291.

    Google Scholar 

  • Cacciari, C., & Glucksberg, S. (1994). Understanding figurative langauge. In M. A. Gernsbacher (Ed.), Handbook of psycholinguistics (pp. 447–477). San Diego, CA: Academic Press.

    Google Scholar 

  • Cai, Q., & Brysbaert, M. (2010). SUBTLEX-CH: Chinese word and character frequencies based on film subtitles. PLoS ONE, 5(6), e10729.

    Google Scholar 

  • Chen, T. (2018). The contribution of morphological awareness to lexical inferencing in L2 Chinese: Comparing more-skilled and less-skilled learners. Foreign Language Annals, 51(4), 816–830.

    Google Scholar 

  • Chen, T. (2019a). Joint contribution of reading subskills to character meaning retention in L2 Chinese. Journal of Psycholinguistic Research, 48(1), 129–143.

    Google Scholar 

  • Chen, T. (2019b). The role of morphological awareness in L2 Chinese lexical inference: From a perspective of word semantic transparency. Reading and Writing: An Interdisciplinary Journal, 32, 1275–1293.

    Google Scholar 

  • Chen, T. (2019c). The contribution of morphological awareness to word-meaning inference in L2 Chinese: From perspectives of language-related and learner-related factors. Unpublished doctoral dissertation.

  • Conway, A. R. A., Kane, M. J., Bunting, M. F., Hambrick, D. Z., Wilhelm, O., & Engle, R. W. (2005). Working memory span tasks: A review and a user’s guide. Psychonomic Bulletin & Review, 12, 769–786.

    Google Scholar 

  • De Bot, K., Paribakht, T., & Wesche, M. (1997). Towards a lexical processing model for the study of second language vocabulary acquisition: Evidence from ESL reading. Studies in Second Language Acquisition, 19, 309–329.

    Google Scholar 

  • Dronjic, V. (2011). Mandarin Chinese compounds, their representation, and processing in the visual modality. Writing Systems Research, 3(1), 5–21.

    Google Scholar 

  • Frantzen, D. (2003). Factors affecting how second language Spanish students drive meaning form context. The Modern Language Journal, 87(2), 168–199.

    Google Scholar 

  • Gan, H. (2008). 语义透明度对中级汉语阅读中词汇学习的影响 [The effects of semantic transparency on vocabulary learning in intermediate Chinese reading]. 语言文字应用 [Applied Linguistics], 1, 82–90.

    Google Scholar 

  • Haastrup, K. (1991). Lexical inferencing procedures or talking about words: Receptive procedures in foreign language learning with special reference to English. Tubingen: Gunter Narr.

    Google Scholar 

  • Hamada, M. (2009). Development of L2 word-meaning inference while reading. System, 37, 447–460.

    Google Scholar 

  • Hamada, M. (2014). The role of morphological and contextual information in L2 lexical inference. The Modern Language Journal, 98(4), 992–1005.

    Google Scholar 

  • Hanban (Confucius Institute Headquarters). (2010). 新汉语水平考试大纲 [Chinese Proficiency Test Syllabus]. Beijing: The Commercial Press.

    Google Scholar 

  • Jeon, E. H., & Yamashita, J. (2014). L2 reading comprehension and its correlates: A meta-analysis. Language Learning, 64(1), 160–212.

    Google Scholar 

  • Kaivanpanah, S., & Alavi, S. M. (2008). The role of linguistic knowledge in word-meaning inferencing. System, 36, 172–195.

    Google Scholar 

  • Ke, S., & Koda, K. (2017). Contributions of morphological awareness to adult L2 Chinese word meaning inferencing. The Modern Language Journal, 101(4), 742–755.

    Google Scholar 

  • Koda, K. (2005). Insights into second language reading: A cross-linguistic approach. New York, NY: Cambridge University Press.

    Google Scholar 

  • Koda, K. (2015). Development of word recognition in a second language. In X. Chen, V. Dronjic, & R. Helms-Park (Eds.), Second language reading: Cognitive and psycholinguistic perspectives (pp. 70–98). New York: Routledge.

    Google Scholar 

  • Koda, K., & Miller, R. (2018). Cross-linguistic interaction in L2 word meaning inference in English as a foreign language. In H. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (pp. 293–312). Philadelphia: John Benjamins.

    Google Scholar 

  • Ku, Y. M., & Anderson, R. C. (2003). Development of morphological awareness in Chinese and English. Reading and Writing: An Interdisciplinary Journal, 16, 399–422.

    Google Scholar 

  • Kuo, L. J., & Anderson, R. C. (2006). Morphological awareness and learning to read: A cross-language perspective. Educational Psychologist, 41(3), 161–180.

    Google Scholar 

  • Libben, G. (1998). Semantic transparency in the processing of compounds: Consequences for representation, processing, and impairment. Brain and Language, 61, 30–44.

    Google Scholar 

  • Libben, G., Gibson, M., Yoon, Y. B., & Sandra, D. (2003). Compound fracture: The role of semantic transparency and morphological headedness. Brain and Language, 84, 50–64.

    Google Scholar 

  • Mok, L. W. (2009). Word-superiority effect as a function of semantic transparency of Chinese bimorphemic compound words. Language and Cognitive Process, 24(7/8), 1039–1081.

    Google Scholar 

  • Nagy, W. E., & Anderson, R. C. (1984). How many words are there in printed school English? Reading Research Quarterly, 19(3), 304–330.

    Google Scholar 

  • Nagy, W. E., & Scott, J. A. (2000). Vocabulary processes. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (pp. 269–284). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Nassaji, H. (2003). Higher-level and lower-level text processing skills in advanced ESL reading comprehension. The Modern Language Journal, 87(2), 261–276.

    Google Scholar 

  • Nassaji, H. (2004). The relationship between depth of vocabulary knowledge and L2 learners’ lexical inferencing strategy use and success. The Canadian Modern Language Review, 61(1), 107–134.

    Google Scholar 

  • Office of Chinese Language Council International. (2007). 汉语水平考试 [HSK tests]. Beijing: Yuwen Press.

    Google Scholar 

  • Packard, J. L. (2000). The morphology of Chinese: A linguistic and cognitive approach. Cambridge: Cambridge University Press.

    Google Scholar 

  • Parel, R. (2004). The impact of lexical inferencing strategies on second language reading proficiency. Reading and Writing: An Interdisciplinary Journal, 17, 847–873.

    Google Scholar 

  • Paribakht, T. S., & Wesche, M. (1999). Reading and “incidental” L2 vocabulary acquisition: An introspective study of lexical inferencing. Studies in Second Language Acquisition, 21(2), 195–224.

    Google Scholar 

  • Prior, A., Goldina, A., Shany, M., Geva, E., & Katzir, T. (2014). Lexical inference in L2: Predictive roles of vocabulary knowledge and reading skill beyond reading comprehension. Reading and Writing: An interdisciplinary journal, 27, 1467–1484.

    Google Scholar 

  • Reder, L., Liu, X. L., Keinath, A., & Popov, V. (2016). Building knowledge requires bricks, not sand: The critical role of familiar constituents in learning. Psychonomic Bulletin & Review, 23, 271–277.

    Google Scholar 

  • Taft, M., Zhu, X., & Peng, D. (1999). Positional specificity of radicals in Chinese character recognition. Journal of Memory and Language, 40(4), 498–519.

    Google Scholar 

  • Taylor, I., & Taylor, M. (2014). Writing and literacy in Chinese, Korean and Japanese. Amsterdam: John Benjamins Publishing Company.

    Google Scholar 

  • Tse, C., Yap, M., Chan, Y., Sze, W., Shaoul, C., & Lin, D. (2017). The Chinese lexicon project: A megastudy of lexical decision performance for 25000 + traditional Chinese two-character compound words. Behavior of Research Methods, 49, 1503–1519.

    Google Scholar 

  • Wang, M., Lin, C. Y., & Gao, W. (2010). Bilingual compound processing: The effects of constituent frequency and semantic transparency. Writing Systems Research, 2(2), 117–137.

    Google Scholar 

  • Wang, C., & Peng, D. (1999). 合成词加工中的词频、词素频率及语义透明度 [The roles of surface frequencies, cumulative morpheme frequencies, and semantic transparencies in the processing of compound words]. 心理学报 [Acta Psychologica Sinica], 31(3), 266–273.

    Google Scholar 

  • Wang, C., & Peng, D. (2000). 多词素词的通达表征: 分解还是整体 [The access representation of poly morphemic words decomposed or whole]. 心理科学 [Journal of Psychological Science], 23(4), 395–398.

    Google Scholar 

  • Wesche, M. B., & Paribakht, T. S. (2010). Lexical inferencing in a first and second language: Cross-linguistic dimensions. Bristol: Multilingual Matters.

    Google Scholar 

  • Xing, H. (2018). 25亿字语料汉字字频表 [A corpus of character frequency based on 2.5 billion characters]. Retrieved from http://faculty.blcu.edu.cn/xinghb/zh_CN/article/167473/content/1437.htm#article.

  • Xu, Y. (2014). 面向汉语二语教学的常用复合词语义透明度研究 [Semantic transparency research on frequency used Chinese compound words for second language teaching](Unpublished doctoral dissertation). Beijing: Beijing Normal University.

    Google Scholar 

  • Yuan, C., & Huang, C. (1998). 基于语素数据库的汉语语素及构词研究 [A study on Chinese morphemes and word formation based on a Chinese morpheme data bank]. 世界汉语教学[Chinese Teaching in the World], 12(2), 7–12.

    Google Scholar 

  • Zhang, H. (2015). Morphological awareness in vocabulary acquisition among Chinese-speaking children: Testing partial mediation via lexical inference ability. Reading Research Quarterly, 50(1), 129–142.

    Google Scholar 

  • Zhang, D., & Koda, K. (2012). Contribution of morphological awareness and lexical inferencing ability to L2 vocabulary knowledge and reading comprehension among advanced EFL learners: Testing direct and indirect effects. Reading and Writing: An Interdisciplinary Journal, 25, 1195–1216.

    Google Scholar 

  • Zhang, H., & Koda, K. (2018). Vocabulary knowledge and morphological awareness in Chinese as a heritage language (CHL) reading comprehension ability. Reading and Writing: An Interdisciplinary Journal, 31, 53–74.

    Google Scholar 

  • Zhang, J., Lin, T. J., Wei, J., & Anderson, R. C. (2014). Morphological awareness and learning to read Chinese and English. In X. Chen, Q. Wang, & Y. Luo (Eds.), Reading development of monolingual and bilingual Chinese children (pp. 3–22). Dordrecht: Springer Science.

    Google Scholar 

  • Zhang, J., & Zeng, Y. (2010). 影响中级水平留学生汉语新造词语理解的三个因素 [Three factors of the understanding of Chinese coinage for intermediate international students]. 语言文字应用 [Applied Linguistics], 19(2), 118–126.

    Google Scholar 

Download references

Funding

Funding was provided by Key Research Project of “Double First-Class” Initiative by Minzu University of China (Grant No. 20SYL011).

Author information

Authors and Affiliations

  1. College of International Education, Minzu University of China, 27 Zhongguancun South Ave, Haidian District, Beijing, 100081, China

    Tianxu Chen

  2. Department of Modern Languages, Carnegie Mellon University, Baker Hall 160, Pittsburgh, PA, 15213, USA

    Keiko Koda & Seth Wiener

Authors
  1. Tianxu Chen
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Keiko Koda
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Seth Wiener
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Tianxu Chen.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Appendices

Appendix 1

See Table 6.

Table 6 The result of semantic transparency
Full size table

Appendix 2

See Table 7.

Table 7 Stimuli in word-meaning inference tasks and their characteristics
Full size table

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Chen, T., Koda, K. & Wiener, S. Word-meaning inference in L2 Chinese: an interactive effect of learners’ linguistic knowledge and words’ semantic transparency. Read Writ 33, 2639–2660 (2020). https://doi.org/10.1007/s11145-020-10058-w

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11145-020-10058-w

Keywords

Search

Navigation