This review focuses on beginning-level,K-12,L1 English learners,and considers their reading comprehension of texts written in Chinese characters and literacy development.Instructional approaches,materials design,and t...This review focuses on beginning-level,K-12,L1 English learners,and considers their reading comprehension of texts written in Chinese characters and literacy development.Instructional approaches,materials design,and teaching and learning strategies related to reading texts in Chinese characters in these settings are reviewed.This review includes both empirical studies and think pieces that appeal to prior empirical work in L2 Chinese reading to understand what Chinese as a Second Language scholars research,discuss,and advocate about reading comprehension for L2 learners mainly at beginning levels of K-12 education.This literature review therefore includes a variety of source materials:empirical research,research-informed advocacy and think pieces,and action research studies by Chinese language instructors.The article concludes with observations about the state of research and current recommendations in Chinese as a second language reading comprehension.展开更多
Purpose:This study investigates young Chinese as a second language(CSL)learners’Chinese character reading performance and its relationship with their orthographic awareness.There is a pressing need to gain a better u...Purpose:This study investigates young Chinese as a second language(CSL)learners’Chinese character reading performance and its relationship with their orthographic awareness.There is a pressing need to gain a better understanding of Hong Kong’s ethnic minority students’CSL acquisition,so that more effective instruction can be provided.Design/Approach/Methods:A total of 157 Hong Kong ethnic minority CSL students in Grade 4 were evaluated using a range of assessments:orthographic awareness in identifying and utilizing character components,listening comprehension for vocabulary terms and short texts,and reading Chinese character lists with single-and two-character words.Findings:The students performed consistently across the two lists but made fewer errors when reading the two-character word list,most of which were orthographical.Multiple regression analysis showed that the students’orthographic awareness contributed significantly to their character reading.Originality/Value:The findings suggest that orthographic awareness can help ethnic minority CSL learners improve their Chinese character reading skills.Chinese classes provided for such students,and for CSL learners in general,should place greater focus on literacy training.展开更多
文摘This review focuses on beginning-level,K-12,L1 English learners,and considers their reading comprehension of texts written in Chinese characters and literacy development.Instructional approaches,materials design,and teaching and learning strategies related to reading texts in Chinese characters in these settings are reviewed.This review includes both empirical studies and think pieces that appeal to prior empirical work in L2 Chinese reading to understand what Chinese as a Second Language scholars research,discuss,and advocate about reading comprehension for L2 learners mainly at beginning levels of K-12 education.This literature review therefore includes a variety of source materials:empirical research,research-informed advocacy and think pieces,and action research studies by Chinese language instructors.The article concludes with observations about the state of research and current recommendations in Chinese as a second language reading comprehension.
基金a preliminary study of a research project funded by the Hong Kong Standing Committee on Language Education and Research(SCOLAR)(EDB(LE)/P&R/EL/175/11).
文摘Purpose:This study investigates young Chinese as a second language(CSL)learners’Chinese character reading performance and its relationship with their orthographic awareness.There is a pressing need to gain a better understanding of Hong Kong’s ethnic minority students’CSL acquisition,so that more effective instruction can be provided.Design/Approach/Methods:A total of 157 Hong Kong ethnic minority CSL students in Grade 4 were evaluated using a range of assessments:orthographic awareness in identifying and utilizing character components,listening comprehension for vocabulary terms and short texts,and reading Chinese character lists with single-and two-character words.Findings:The students performed consistently across the two lists but made fewer errors when reading the two-character word list,most of which were orthographical.Multiple regression analysis showed that the students’orthographic awareness contributed significantly to their character reading.Originality/Value:The findings suggest that orthographic awareness can help ethnic minority CSL learners improve their Chinese character reading skills.Chinese classes provided for such students,and for CSL learners in general,should place greater focus on literacy training.
