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Language educators and researchers have shown keen interest in enhancing second language (L2) learners’ reading skills, and recently, more emphasis has been placed on multimodal learning. Multimodal learning theories posit that the confluence of auditory and visual stimuli facilitates learners to establish robust referential connections, and thus i...
Citations
... This flexibility in strategy contrasted with previous studies that suggested a stronger reliance on local linguistic cues in reading comprehension. Building on this, Zhang and Peng (2024) investigated the impact of multimodal reading strategies, such as integrating visual and auditory inputs, on comprehension and memory retention among CSL learners. Their study showed that combining modalities, like reading while listening, greatly enhanced learners' understanding and recall, highlighting the critical role of contextual and perceptual cues in facilitating effective language acquisition. ...
This study examines how Chinese as a Second Language (CSL) learners acquire the Chinese stance marker haihao with a focus on type and saliency. A total of 56 participants took part in the research, including 28 English-speaking CSL learners and 28 native Chinese speakers. The study utilized two evaluation judgment tasks. Results showed that participants categorized haihao into two simplified groups, guided by the economy principle and a positivity bias. English-speaking learners, influenced by a stronger positivity bias, tended to select more positive options, while Chinese participants favored slightly negative ones. Saliency improved the accuracy of recognizing negative haihao among American learners and low positive haihao among Chinese participants, though it was less effective for ambiguous expressions. These findings highlight how cultural differences and language saliency impact the interpretation of stance markers, offering insights for improving CSL teaching strategies.
