The Application of Generalization Reading Strategy in Reading Narrative, Argumentative and Descriptive Texts in Chinese-English Bilingual Students

Research output: Conference Papers (RGC: 31A, 31B, 32, 33)Posterpeer-review

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Detail(s)

Original languageEnglish
Publication statusPublished - 24 May 2018

Conference

TitleAPS (Association For Psychological Science) 30th Annual Convention (2018)
PlaceUnited States
CitySan Francisco
Period24 - 27 May 2018

Abstract

Generalization reading strategy (GRS) refers to readers using general words to paraphrase the original text details. This method has been confirmed as a problem-reduction method. This study addresses the potential features of GRS application in three types of texts: descriptive, argumentative, and narrative in Chinese and English. Participants included 114 Chinese-English bilingual university students. All participants were required to do reading comprehension in three types of Chinese text first and then do reading comprehension in English text. We examined the consistency of GRS in each language. The results show that for each participant, totally, the English GRS has higher consistency than Chinese GRS. The t-test shows that participants use more GRS in Chinese reading than in English reading. In Chinese or English reading, participants use more GRS in descriptive than argumentative and narrative, and participants use more GRS in argumentative than narrative reading. We also examined cross-language transfer of GRS in Chinese-English bilinguals. The regression analysis shows a marginal significance in cross-language effect of generalization awareness from reading English narrative to Chinese argumentative and Chinese narrative. And there is a significant cross-language effect of generalization awareness from reading English argumentative to Chinese narrative. Only the generalization awareness in reading Chinese descriptive uniquely predicted English argumentative. Significant transfer of generalization was confirmed from Chinese to English descriptive.

Bibliographic Note

Research Unit(s) information for this publication is provided by the author(s) concerned.

Citation Format(s)

The Application of Generalization Reading Strategy in Reading Narrative, Argumentative and Descriptive Texts in Chinese-English Bilingual Students. / Dong, Yang; Chow, Wing Yin Bonnie.

2018. Poster session presented at APS (Association For Psychological Science) 30th Annual Convention (2018), San Francisco, United States.

Research output: Conference Papers (RGC: 31A, 31B, 32, 33)Posterpeer-review