This review,which can be seen as a scoping review,highlights 92 empirical studies about the learning and instruction of reading Chinese as an additional language(CAL)published in English between 1976 and 2018.It first...This review,which can be seen as a scoping review,highlights 92 empirical studies about the learning and instruction of reading Chinese as an additional language(CAL)published in English between 1976 and 2018.It first identifies and evaluates the trends of CAL reading research over the past four decades,including the developmental trajectory of the field,topics that are hot versus those not-so-hot,populations that are widely studied versus under studied,research methods adopted in the selected studies,and the most widely cited articles.Second,the review examines direct evidence that supports effective practices of CAL reading instruction and explores two tracks of studies:high-evidence versus low-evidence practices.This review concludes with thoughts on the future directions of CAL reading research inspired by trends in the areas of literacy,second language acquisition(SLA),and teaching Chinese as a second/foreign language(TSCL/TCFL).To be specific,there is a need for the field to pay equal attention to learning to read and reading to learn.展开更多
读后续写是高考英语科目所采纳的一种新题型。鉴于该任务被广泛地使用,有必要对其进行更深入、系统地研究。本文基于Web of Science、CNKI数据库中SSCI及CSSCI来源期刊的59篇关于读后续写的论文,采用范围综述的方法,从论文的理论基础、...读后续写是高考英语科目所采纳的一种新题型。鉴于该任务被广泛地使用,有必要对其进行更深入、系统地研究。本文基于Web of Science、CNKI数据库中SSCI及CSSCI来源期刊的59篇关于读后续写的论文,采用范围综述的方法,从论文的理论基础、研究内容、研究对象及研究方法等方面进行了梳理和总结,对该研究方向进行概述。研究结果发现,读后续写研究论文发表数量大体呈现增长趋势,其发展过程可大致分为萌芽期、平稳增长期和快速增长期三个阶段;论文的理论基础主要包括“续”论、互动协同模型以及情境模式;研究内容主要包括读后续写中的互动协同效应,输入、输出的文本特征,读后续写对写作能力的影响及其写作过程;研究对象多为母语是汉语、二语是英语的大学生;研究多采用量化方法和混合性方法,质性研究数量较少。基于以上研究发现,本文对读后续写任务在新高考背景下的研究方向提出建议。展开更多
文摘This review,which can be seen as a scoping review,highlights 92 empirical studies about the learning and instruction of reading Chinese as an additional language(CAL)published in English between 1976 and 2018.It first identifies and evaluates the trends of CAL reading research over the past four decades,including the developmental trajectory of the field,topics that are hot versus those not-so-hot,populations that are widely studied versus under studied,research methods adopted in the selected studies,and the most widely cited articles.Second,the review examines direct evidence that supports effective practices of CAL reading instruction and explores two tracks of studies:high-evidence versus low-evidence practices.This review concludes with thoughts on the future directions of CAL reading research inspired by trends in the areas of literacy,second language acquisition(SLA),and teaching Chinese as a second/foreign language(TSCL/TCFL).To be specific,there is a need for the field to pay equal attention to learning to read and reading to learn.
文摘读后续写是高考英语科目所采纳的一种新题型。鉴于该任务被广泛地使用,有必要对其进行更深入、系统地研究。本文基于Web of Science、CNKI数据库中SSCI及CSSCI来源期刊的59篇关于读后续写的论文,采用范围综述的方法,从论文的理论基础、研究内容、研究对象及研究方法等方面进行了梳理和总结,对该研究方向进行概述。研究结果发现,读后续写研究论文发表数量大体呈现增长趋势,其发展过程可大致分为萌芽期、平稳增长期和快速增长期三个阶段;论文的理论基础主要包括“续”论、互动协同模型以及情境模式;研究内容主要包括读后续写中的互动协同效应,输入、输出的文本特征,读后续写对写作能力的影响及其写作过程;研究对象多为母语是汉语、二语是英语的大学生;研究多采用量化方法和混合性方法,质性研究数量较少。基于以上研究发现,本文对读后续写任务在新高考背景下的研究方向提出建议。
