Part of
Writing Systems, Reading Processes, and Cross-Linguistic Influences: Reflections from the Chinese, Japanese and Korean LanguagesEdited by Hye K. Pae
[Bilingual Processing and Acquisition 7] 2018
► pp. 137–162
Edited by Hye K. Pae
[Bilingual Processing and Acquisition 7] 2018
► pp. 137–162
Chapter 7Brain mechanisms of Chinese word reading
Research on Chinese reading provides important insights into the understanding of language-universal and script-specific mechanisms of reading, because Chinese is contrastively different from alphabetic languages. In this chapter, I will first summarize neuroimaging findings of Chinese word reading in adults in comparison to English word reading. Then, I will discuss how the brain adapts to one’s language with learning and development. Then, I will focus on the topic of second language learning, including how one brain processes Chinese and English in bilinguals, how first language influences second language learning, and whether there are different optimal learning methods for different second languages. This chapter will address these important questions based on neuroimaging studies.
Keywords: Chinese, fMRI, bilingual, development, learning, specialization
Article outline
- Introduction
- Cross-linguistic differences in the brain network engaged in reading
- The cross-linguistic difference in brain activation increases with development
- Reduced neural specialization in children with low reading proficiency
- Neural specialization during bilingual processing
- How native language influences second language learning
- How learning a second language affects L1 processing
- Appropriate learning methods facilitate neural specialization
- Phonological learning helps lexical learning only in alphabetic but not non-alphabetic language
- Orthographic learning is helpful in non-alphabetic lexical learning
- Orthographic learning is also helpful in alphabetic lexical learning
- The interaction between learning method and language
- Why does writing help reading?
- Conclusion
-
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