Abstract This study investigates word recognition processes and strategies of intermediate learners of Chinese as a Second Language (CSL) in contextual reading settings. Two intermediate CSL learners were chosen as research participants, and think-aloud methods and retrospective interviews were used to collect data. The data were analyzed by using Moustakas’ data analysis procedure, Creswell’s three steps and Bogdon and Biklen’s data analysis methods. Results indicated that intermediate CSL learners go through different processes of word recognition as it might be automatic, based on context, pronunciation, previous knowledge and the meaning of characters, or, in case of word recognition failure, skipping the words or skipping them but reading them again later; and their word recognition strategies in contextual reading settings mainly include cognitive strategies and self-regulatory strategies. Among these strategies, cognitive strategies consist of direct transformation, translation, interpretation, guessing, inferring and finding key words; and self-regulatory strategies include metacognitive strategies, behavior regulating strategies, emotion regulating strategies and motivation regulating strategies. A model of intermediate CSL learners’ word recognition strategies can be constructed based on the results. The present study provides both theoretical and pedagogical implications in the field of CSL vocabulary acquisition and teaching.

中文翻译：

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语境阅读背景下中级CSL学习者单词识别过程与策略的案例研究

摘要这项研究调查了在上下文阅读环境中汉语作为第二语言（CSL）的中级学习者的单词识别过程和策略。选择两名中级CSL学习者作为研究参与者，并采用思维方法和回顾性访谈来收集数据。使用Moustakas的数据分析程序，Creswell的三个步骤以及Bogdon和Biklen的数据分析方法对数据进行了分析。结果表明，中级CSL学习者会根据上下文，发音，先前知识和字符的含义，经历自动的单词识别过程，或者在单词识别失败的情况下，跳过单词或跳过单词而阅读，这可能是自动的。他们稍后再来；在上下文阅读环境中，他们的单词识别策略主要包括认知策略和自我调节策略。在这些策略中，认知策略包括直接转换，翻译，解释，猜测，推断和发现关键词。自我调节策略包括元认知策略，行为调节策略，情绪调节策略和动机调节策略。可以基于结果构建中级CSL学习者的单词识别策略模型。本研究提供了CSL词汇习得和教学领域的理论和教学意义。推断和发现关键词；自我调节策略包括元认知策略，行为调节策略，情绪调节策略和动机调节策略。可以基于结果构建中级CSL学习者的单词识别策略模型。本研究提供了CSL词汇习得和教学领域的理论和教学意义。推断和发现关键词；自我调节策略包括元认知策略，行为调节策略，情绪调节策略和动机调节策略。可以基于结果构建中级CSL学习者的单词识别策略模型。本研究提供了CSL词汇习得和教学领域的理论和教学意义。