Reading in Chinese as an Additional Language: Learners’ Development, Instruction, and Assessment

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Reading in Chinese as an Additional Language focuses on Chinese literacy acquisition, which has been considered most difficult by both learners and teachers of Chinese as an additional language (CAL).

Three major areas are covered: (1) acquisition of Chinese characters; (2) reading comprehension subskills and reader’s identity; (3) reading instruction and assessment. The first part delves into the foundation of Chinese literacy development―how to learn and teach Chinese characters. The second part examines various learners’ reading comprehension subskills, as well as the evolution of learners’ literacy identity. The third part explores effective instructional methods and assessment practices for CAL reading development. Theoretically, this book provides frameworks and evidence from both cognitive and sociocultural perspectives on the nature of CAL reading development. Pedagogically, the book showcases how to teach and assess CAL reading skills. Methodologically, this book includes empirical studies using both qualitative and quantitative methods. In terms of scope, the book covers a much broader spectrum of issues about CAL reading research and classroom teaching than has previously been available. Writing is also discussed in several chapters. In terms of technology, the book includes discussion on how the use of computers, the Internet, and social media impacts students’ Chinese literacy acquisition.

This book will help CAL researchers and educators better understand the nature of CAL reading development and become well informed about CAL classroom teaching and assessment, including the application of interactive approaches to teaching and assessing diverse reading skills.

Author(s): Liu Li, Dongbo Zhang
Series: Routledge Studies in Chinese as a Foreign Language
Publisher: Routledge
Year: 2022

Language: English
Pages: 299
City: London

Cover
Half Title
Series
Title
Copyright
Contents
List of figures
List of tables
List of contributors
Acknowledgements
Introduction
Part I Acquisition of Chinese characters
1 The effects of stroke-order accuracy on L2 Chinese character writing
2 The more the merrier? A synthesis study of single-coded and dual-coded word learning in theory-driven L2 Chinese instruction
3 Impact of typing vs handwriting on CFL students’ character learning
4 Effects of timed dictation on Chinese character writing: A preliminary study in beginning-level CFL learners
Part II Reading comprehension subskills and readers’ identity
5 The role of character-recognition skills in shallow and deep reading comprehension
6 Development of morphological awareness and its impact on reading among young learners of Chinese as a heritage language
7 Developmental interdependence between word decoding, vocabulary knowledge, and reading comprehension in young L2 readers of Chinese
8 A tale of two less successful CSL readers: A qualitative study of reading difficulties and strategies used
9 Literacy environment and heritage language learner’s literacy identity
Part III Reading instruction and assessment
10 Beyond the pages of a book: A Chinese language teacher’s discursive behaviors of conducting guided book reading
11 Teaching modern Chinese literature to second-language Chinese students through the use of drama
12 Reading assessment in Chinese as a foreign language
13 Validation of a Chinese online placement test
Index