Haiwei Zhang received his PhD in Applied Linguistics from University of York and is an Associate Professor at the School of Chinese as a Second Language, Peking University. His publications cover a wide range of topics, including the acquisition and measurement of Chinese Hanzi and vocabulary among CS/FL learners, Chinese language teacher education, and research methods. His publications have been featured in both top Chinese and English journals in the field of applied linguistics.

• Table of contentsCHAPTER ONE: INTRODUCTIONWRITING SYSTEMS IN THE CHINESE LANGUAGELITERACY SKILLS, PHONOLOGICAL AWARENESS AND PHONETIC RADICAL AWARENESS ABOUT THIS BOOK CHAPTER TWO: READING AND SPELLING IN NATIVE SPEAKERS WRITING SYSTEM AND ORTHOGRAPHY Writing system Orthography COMPARING THE PHONOLOGIES AND ORTHOGRAPHIES OF ARABIC, CHINESE AND ENGLISHComparison of phonological properties of Arabic, Chinese and EnglishComparison of orthographies of Arabic, Chinese and English Section summary THEORIES OF READING AND SPELLING Theories of reading Theories of spelling Section summary RESEARCH ON PHONOLOGICAL AWARENESS, READING AND SPELLING IN ALPHABETIC WRITING SYSTEMS Development of phonological awareness Phonological awareness and readingPhonological awareness and spellingRESEARCH ON PHONOLOGICAL AWARENESS, PHONETIC RADICAL AWARENESS AND CHINESE LITERACY SKILLS Phonological awareness and Chinese literacy skills Phonetic radical awareness and Chinese literacy skills CHAPTER THREE: READING AND SPELLING IN L2 LEARNERS INFLUENCE OF L1 ON L2 LEARNING AND NON-LINGUISTIC SKILLS Influence of L1 on L2 learning Influence of L1 on non-linguistic tasks RESEARCH ON CROSS-LANGUAGE TRANSFER IN ESL LEARNING Phonological awareness and literacy skills among ESL learners Cross-language transfer in English phonological awarenessCross-language transfer in English word reading Cross-language transfer in English spelling Cross-language transfer vs. intra-lingual influence RESEARCH ON CROSS-LANGUAGE TRANSFER IN CSL LEARNING Chinese phonological awareness in CSL learners Pinyin spelling in CSL learners Phonetic radical awareness and literacy skills in CSL learners RESEARCH ON INDIVIDUAL DIFFERENCES VARIABLES IN SLAL2 language proficiency Foreign language aptitude Number of Languages previously learnt Study abroad in the L2-speaking country THE CURRENT STUDY CHAPTER FOUR: INFLUENCE OF L1 BACKGROUND AND INDIVIDUAL DIFFERENCES VARIABLES ON CHINESE PHONOLOGICAL AWARENESS AND PINYIN SPELLING AMONG CSL LEARNERS METHOD Participants Instruments Procedure RESULTS Influence of L1 background and individual differences variables on phonological awareness Influence of L1 background and individual differences variables on Pinyin spellingDISCUSSION Influence of L1 background on Chinese phonological awareness and Pinyin spelling Influence of individual differences variables on phonological awareness and Pinyin spelling CONCLUSION CHAPTER FIVE: INFLUENCE OF L1 BACKGROUND AND INDIVIDUAL DIFFERENCES VARIABLES ON PHONETIC RADICAL AWARENESS AND HANZI LITERACY SKILLS AMONG CSL LEARNERS METHOD Participants Instruments Procedure RESULTS Phonetic radical awareness Hanzi readingHanzi writing DISCUSSION Influence of L1 background on phonetic radical awareness, Hanzi reading and Hanzi writing skills Influence of individual differences variables on phonetic radical awareness, Hanzi reading and Hanzi writing skillsCONCLUSION CHAPTER SIX: INFLUENCE OF L1 BACKGROUND AND L2 CHINESE LANGUAGE PROFICIENCY ON THE RELATIONSHIPS BETWEEN PHONOLOGICAL AWARENESS, PHONETIC RADICAL AWARENESS AND CHINESE LITERACY SKILLS AMONG CSL LEARNERSMETHOD Participants Instruments RESULTS DISCUSSION Phonological awareness and Pinyin spellingPhonological awareness, phonetic radical awareness and Hanzi reading Phonological awareness, phonetic radical awareness and Hanzi writing CONCLUSION CHAPTER SEVEN: GENERAL DISCUSSION THE INFLUENCE OF L1 BACKGROUND ON PINYIN AND HANZI LEARNING L1 influence: Phonological awareness vs. phonetic radical awareness L1 influence: Pinyin spelling vs. Hanzi writing No L1 influence: Tone and Hanzi reading No L1 influence: Relationships between phonological awareness, phonetic radical awareness and Chinese literacy skillsTHE INFLUENCE OF INDIVIDUAL DIFFERENCES VARIABLES ON PINYIN AND HANZI LEARNING Chinese language proficiencyPhonological aptitudeThe length of stay in China The number of languages previously learnt THEORETICAL IMPLICATIONS PEDAGOGICAL IMPLICATIONS LIMITATIONS APPENDICES APPENDIX 1. MATERIALS USED IN CHINESE PHONOLOGICAL AWARENESS TESTAPPENDIX 2. DISYLLABIC WORDS USED CHINESE PINYIN SPELLING TEST APPENDIX 3. SUMMARY OF ERRORS IN RHYME SPELLING APPENDIX 4. MATERIALS USED IN THE PHONETIC RADICAL AWARENESS TEST APPENDIX 5. HANZI USED IN THE TASK OF READING APPENDIX 6. HANZI USED IN THE TASK OF WRITING APPENDIX 7. SUMMARY OF THE RESPONSES IN PHONETIC RADICAL AWARENESS TEST LIST OF ABBREVIATIONS AND SYMBOLS GLOSSARY REFERENCES Index

Haiwei Zhang received his PhD in Applied Linguistics from University of York and is an Associate Professor at the School of Chinese as a Second Language, Peking University. His publications cover a wide range of topics, including the acquisition and measurement of Chinese Hanzi and vocabulary among CS/FL learners, Chinese language teacher education, and research methods. His publications have been featured in both top Chinese and English journals in the field of applied linguistics.

• Table of contentsCHAPTER ONE: INTRODUCTIONWRITING SYSTEMS IN THE CHINESE LANGUAGELITERACY SKILLS, PHONOLOGICAL AWARENESS AND PHONETIC RADICAL AWARENESS ABOUT THIS BOOK CHAPTER TWO: READING AND SPELLING IN NATIVE SPEAKERS WRITING SYSTEM AND ORTHOGRAPHY Writing system Orthography COMPARING THE PHONOLOGIES AND ORTHOGRAPHIES OF ARABIC, CHINESE AND ENGLISHComparison of phonological properties of Arabic, Chinese and EnglishComparison of orthographies of Arabic, Chinese and English Section summary THEORIES OF READING AND SPELLING Theories of reading Theories of spelling Section summary RESEARCH ON PHONOLOGICAL AWARENESS, READING AND SPELLING IN ALPHABETIC WRITING SYSTEMS Development of phonological awareness Phonological awareness and readingPhonological awareness and spellingRESEARCH ON PHONOLOGICAL AWARENESS, PHONETIC RADICAL AWARENESS AND CHINESE LITERACY SKILLS Phonological awareness and Chinese literacy skills Phonetic radical awareness and Chinese literacy skills CHAPTER THREE: READING AND SPELLING IN L2 LEARNERS INFLUENCE OF L1 ON L2 LEARNING AND NON-LINGUISTIC SKILLS Influence of L1 on L2 learning Influence of L1 on non-linguistic tasks RESEARCH ON CROSS-LANGUAGE TRANSFER IN ESL LEARNING Phonological awareness and literacy skills among ESL learners Cross-language transfer in English phonological awarenessCross-language transfer in English word reading Cross-language transfer in English spelling Cross-language transfer vs. intra-lingual influence RESEARCH ON CROSS-LANGUAGE TRANSFER IN CSL LEARNING Chinese phonological awareness in CSL learners Pinyin spelling in CSL learners Phonetic radical awareness and literacy skills in CSL learners RESEARCH ON INDIVIDUAL DIFFERENCES VARIABLES IN SLAL2 language proficiency Foreign language aptitude Number of Languages previously learnt Study abroad in the L2-speaking country THE CURRENT STUDY CHAPTER FOUR: INFLUENCE OF L1 BACKGROUND AND INDIVIDUAL DIFFERENCES VARIABLES ON CHINESE PHONOLOGICAL AWARENESS AND PINYIN SPELLING AMONG CSL LEARNERS METHOD Participants Instruments Procedure RESULTS Influence of L1 background and individual differences variables on phonological awareness Influence of L1 background and individual differences variables on Pinyin spellingDISCUSSION Influence of L1 background on Chinese phonological awareness and Pinyin spelling Influence of individual differences variables on phonological awareness and Pinyin spelling CONCLUSION CHAPTER FIVE: INFLUENCE OF L1 BACKGROUND AND INDIVIDUAL DIFFERENCES VARIABLES ON PHONETIC RADICAL AWARENESS AND HANZI LITERACY SKILLS AMONG CSL LEARNERS METHOD Participants Instruments Procedure RESULTS Phonetic radical awareness Hanzi readingHanzi writing DISCUSSION Influence of L1 background on phonetic radical awareness, Hanzi reading and Hanzi writing skills Influence of individual differences variables on phonetic radical awareness, Hanzi reading and Hanzi writing skillsCONCLUSION CHAPTER SIX: INFLUENCE OF L1 BACKGROUND AND L2 CHINESE LANGUAGE PROFICIENCY ON THE RELATIONSHIPS BETWEEN PHONOLOGICAL AWARENESS, PHONETIC RADICAL AWARENESS AND CHINESE LITERACY SKILLS AMONG CSL LEARNERSMETHOD Participants Instruments RESULTS DISCUSSION Phonological awareness and Pinyin spellingPhonological awareness, phonetic radical awareness and Hanzi reading Phonological awareness, phonetic radical awareness and Hanzi writing CONCLUSION CHAPTER SEVEN: GENERAL DISCUSSION THE INFLUENCE OF L1 BACKGROUND ON PINYIN AND HANZI LEARNING L1 influence: Phonological awareness vs. phonetic radical awareness L1 influence: Pinyin spelling vs. Hanzi writing No L1 influence: Tone and Hanzi reading No L1 influence: Relationships between phonological awareness, phonetic radical awareness and Chinese literacy skillsTHE INFLUENCE OF INDIVIDUAL DIFFERENCES VARIABLES ON PINYIN AND HANZI LEARNING Chinese language proficiencyPhonological aptitudeThe length of stay in China The number of languages previously learnt THEORETICAL IMPLICATIONS PEDAGOGICAL IMPLICATIONS LIMITATIONS APPENDICES APPENDIX 1. MATERIALS USED IN CHINESE PHONOLOGICAL AWARENESS TESTAPPENDIX 2. DISYLLABIC WORDS USED CHINESE PINYIN SPELLING TEST APPENDIX 3. SUMMARY OF ERRORS IN RHYME SPELLING APPENDIX 4. MATERIALS USED IN THE PHONETIC RADICAL AWARENESS TEST APPENDIX 5. HANZI USED IN THE TASK OF READING APPENDIX 6. HANZI USED IN THE TASK OF WRITING APPENDIX 7. SUMMARY OF THE RESPONSES IN PHONETIC RADICAL AWARENESS TEST LIST OF ABBREVIATIONS AND SYMBOLS GLOSSARY REFERENCES Index

Haiwei Zhang received his PhD in Applied Linguistics from University of York and is an Associate Professor at the School of Chinese as a Second Language, Peking University. His publications cover a wide range of topics, including the acquisition and measurement of Chinese Hanzi and vocabulary among CS/FL learners, Chinese language teacher education, and research methods. His publications have been featured in both top Chinese and English journals in the field of applied linguistics.

• Table of contentsCHAPTER ONE: INTRODUCTIONWRITING SYSTEMS IN THE CHINESE LANGUAGELITERACY SKILLS, PHONOLOGICAL AWARENESS AND PHONETIC RADICAL AWARENESS ABOUT THIS BOOK CHAPTER TWO: READING AND SPELLING IN NATIVE SPEAKERS WRITING SYSTEM AND ORTHOGRAPHY Writing system Orthography COMPARING THE PHONOLOGIES AND ORTHOGRAPHIES OF ARABIC, CHINESE AND ENGLISHComparison of phonological properties of Arabic, Chinese and EnglishComparison of orthographies of Arabic, Chinese and English Section summary THEORIES OF READING AND SPELLING Theories of reading Theories of spelling Section summary RESEARCH ON PHONOLOGICAL AWARENESS, READING AND SPELLING IN ALPHABETIC WRITING SYSTEMS Development of phonological awareness Phonological awareness and readingPhonological awareness and spellingRESEARCH ON PHONOLOGICAL AWARENESS, PHONETIC RADICAL AWARENESS AND CHINESE LITERACY SKILLS Phonological awareness and Chinese literacy skills Phonetic radical awareness and Chinese literacy skills CHAPTER THREE: READING AND SPELLING IN L2 LEARNERS INFLUENCE OF L1 ON L2 LEARNING AND NON-LINGUISTIC SKILLS Influence of L1 on L2 learning Influence of L1 on non-linguistic tasks RESEARCH ON CROSS-LANGUAGE TRANSFER IN ESL LEARNING Phonological awareness and literacy skills among ESL learners Cross-language transfer in English phonological awarenessCross-language transfer in English word reading Cross-language transfer in English spelling Cross-language transfer vs. intra-lingual influence RESEARCH ON CROSS-LANGUAGE TRANSFER IN CSL LEARNING Chinese phonological awareness in CSL learners Pinyin spelling in CSL learners Phonetic radical awareness and literacy skills in CSL learners RESEARCH ON INDIVIDUAL DIFFERENCES VARIABLES IN SLAL2 language proficiency Foreign language aptitude Number of Languages previously learnt Study abroad in the L2-speaking country THE CURRENT STUDY CHAPTER FOUR: INFLUENCE OF L1 BACKGROUND AND INDIVIDUAL DIFFERENCES VARIABLES ON CHINESE PHONOLOGICAL AWARENESS AND PINYIN SPELLING AMONG CSL LEARNERS METHOD Participants Instruments Procedure RESULTS Influence of L1 background and individual differences variables on phonological awareness Influence of L1 background and individual differences variables on Pinyin spellingDISCUSSION Influence of L1 background on Chinese phonological awareness and Pinyin spelling Influence of individual differences variables on phonological awareness and Pinyin spelling CONCLUSION CHAPTER FIVE: INFLUENCE OF L1 BACKGROUND AND INDIVIDUAL DIFFERENCES VARIABLES ON PHONETIC RADICAL AWARENESS AND HANZI LITERACY SKILLS AMONG CSL LEARNERS METHOD Participants Instruments Procedure RESULTS Phonetic radical awareness Hanzi readingHanzi writing DISCUSSION Influence of L1 background on phonetic radical awareness, Hanzi reading and Hanzi writing skills Influence of individual differences variables on phonetic radical awareness, Hanzi reading and Hanzi writing skillsCONCLUSION CHAPTER SIX: INFLUENCE OF L1 BACKGROUND AND L2 CHINESE LANGUAGE PROFICIENCY ON THE RELATIONSHIPS BETWEEN PHONOLOGICAL AWARENESS, PHONETIC RADICAL AWARENESS AND CHINESE LITERACY SKILLS AMONG CSL LEARNERSMETHOD Participants Instruments RESULTS DISCUSSION Phonological awareness and Pinyin spellingPhonological awareness, phonetic radical awareness and Hanzi reading Phonological awareness, phonetic radical awareness and Hanzi writing CONCLUSION CHAPTER SEVEN: GENERAL DISCUSSION THE INFLUENCE OF L1 BACKGROUND ON PINYIN AND HANZI LEARNING L1 influence: Phonological awareness vs. phonetic radical awareness L1 influence: Pinyin spelling vs. Hanzi writing No L1 influence: Tone and Hanzi reading No L1 influence: Relationships between phonological awareness, phonetic radical awareness and Chinese literacy skillsTHE INFLUENCE OF INDIVIDUAL DIFFERENCES VARIABLES ON PINYIN AND HANZI LEARNING Chinese language proficiencyPhonological aptitudeThe length of stay in China The number of languages previously learnt THEORETICAL IMPLICATIONS PEDAGOGICAL IMPLICATIONS LIMITATIONS APPENDICES APPENDIX 1. MATERIALS USED IN CHINESE PHONOLOGICAL AWARENESS TESTAPPENDIX 2. DISYLLABIC WORDS USED CHINESE PINYIN SPELLING TEST APPENDIX 3. SUMMARY OF ERRORS IN RHYME SPELLING APPENDIX 4. MATERIALS USED IN THE PHONETIC RADICAL AWARENESS TEST APPENDIX 5. HANZI USED IN THE TASK OF READING APPENDIX 6. HANZI USED IN THE TASK OF WRITING APPENDIX 7. SUMMARY OF THE RESPONSES IN PHONETIC RADICAL AWARENESS TEST LIST OF ABBREVIATIONS AND SYMBOLS GLOSSARY REFERENCES Index