國立虎尾科技大學 |

An Instructional Model for Using Authentic Texts in L2 Chinese Reading Classrooms = = Zai zhong wen er yu yue dou ke tang shang shi yong zhen shi wen ben de jiao xiao mo shi.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	An Instructional Model for Using Authentic Texts in L2 Chinese Reading Classrooms =/
其他題名:	Zai zhong wen er yu yue dou ke tang shang shi yong zhen shi wen ben de jiao xiao mo shi.
其他題名:	Zai zhong wen er yu yue dou ke tang shang shi yong zhen shi wen ben de jiao xiao mo shi.
作者:	Qi, Runqing.
面頁冊數:	1 online resource (251 pages)
附註:	Source: Dissertations Abstracts International, Volume: 83-02, Section: A.
Contained By:	Dissertations Abstracts International83-02A.
標題:	Language. -
電子資源:	click for full text (PQDT)
ISBN:	9798534662368

An Instructional Model for Using Authentic Texts in L2 Chinese Reading Classrooms = = Zai zhong wen er yu yue dou ke tang shang shi yong zhen shi wen ben de jiao xiao mo shi.
Qi, Runqing.

An Instructional Model for Using Authentic Texts in L2 Chinese Reading Classrooms =Zai zhong wen er yu yue dou ke tang shang shi yong zhen shi wen ben de jiao xiao mo shi.Zai zhong wen er yu yue dou ke tang shang shi yong zhen shi wen ben de jiao xiao mo shi. - 1 online resource (251 pages)

Source: Dissertations Abstracts International, Volume: 83-02, Section: A.

Thesis (Ph.D.)--The University of Iowa, 2021.

Includes bibliographical references

For second language (L2) learners of Chinese who are native speakers of alphabetic languages, it is common that even after years of learning, reading discourse-length authentic Chinese texts (e.g., newspaper articles and novels) is still an intimidating, laborious, and frustrating task. Two factors, among others, contribute to this problem. One is the predominant use of pedagogical texts (readings that have been written specifically for L2 learners, often a poor representation of real-life language use) in lower-level instruction. The other is the lack of systematic attention to the development of students' reading skills in intermediate-level instruction. As a result, L2 Chinese learners do not accumulate sufficient experience in reading authentic texts or develop necessary reading strategies to interact with these types of texts. Consequently, they are ill prepared for upper-level Chinese courses and, more important, for real-life reading tasks. To bridge the gap between classroom reading and real-life reading, this dissertation proposes a theory-guided and research-based instructional model for using discourse-length authentic texts in intermediate-level L2 Chinese classrooms.The model consists of three interactive components: (1) text selection and modification; (2) progressive reading and reading strategy instruction; and (3) reading progress assessments. Detailed criteria, methods, and steps are proposed for each component. To investigate the impact of the model on learners' reading processes and comprehension, as well as to explore learners' perceptions of the model, I implemented the model through eight reading sessions with 14 second-year university L2 Chinese learners. Data were collected from small-group interviews, surveys, reading assessments (including reading tests, self-evaluations, and reading journals), and teaching reflective journals.Based on the analysis of data from these sources, I found that with instruction aligned with the model, the students developed real-life reading skills. They were able not only to understand and connect to these texts, but also to perceive how language is used in real-life communication. Students also learned to apply multiple reading strategies to facilitate their comprehension of authentic texts on a variety of topics. They not only learned new reading strategies that direct their attention to sentential and discourse-level understanding, but also gradually developed the habit of applying multiple reading strategies while reading. These findings suggest that the systematic scaffolding provided by the model facilitated the learners' understanding of the authentic texts through effectively mediating the interaction between the learners and those texts.Students' perceptions of the model were positive: They considered the instruction interesting, stimulating, and helpful. In particular, they spoke highly of reading strategy instruction and group reading. The process of reading and discussing in small groups promoted knowledge sharing and reduced students' reading stress. Nevertheless, some students occasionally suffered from peer pressure when there were disparities in the reading proficiency of the group members. Although few students did the after-class independent reading, those who completed it consistently enjoyed it and acknowledged the usefulness of the reading guidelines.The model proposed in the study provides a systematic and practical guidance for L2 Chinese instructors to teach reading at the post-secondary intermediate level using discourse-length authentic texts. It contributes to bridging the gap between classroom L2 Chinese reading and reading in real-life contexts.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798534662368Subjects--Topical Terms:

571568
Language.
Subjects--Index Terms:

Authentic textsIndex Terms--Genre/Form:

554714
Electronic books.

An Instructional Model for Using Authentic Texts in L2 Chinese Reading Classrooms = = Zai zhong wen er yu yue dou ke tang shang shi yong zhen shi wen ben de jiao xiao mo shi.
LDR:05688ntm a22005057 4500 001 1142151
005 20240416125311.5
006 m o d
007 cr mn ---uuuuu
008 250605s2021 xx obm 000 0 eng d
020 $a 9798534662368
035 $a (MiAaPQ)AAI28491582
035 $a AAI28491582
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
066 $c $1
100 1 $a Qi, Runqing. $3 1466365
245 1 3 $6 880-01 $a An Instructional Model for Using Authentic Texts in L2 Chinese Reading Classrooms = $b Zai zhong wen er yu yue dou ke tang shang shi yong zhen shi wen ben de jiao xiao mo shi.
246 3 1 $6 880-02 $a Zai zhong wen er yu yue dou ke tang shang shi yong zhen shi wen ben de jiao xiao mo shi.
264 0 $c 2021
300 $a 1 online resource (251 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 83-02, Section: A.
500 $a Advisor: Shen, Helen.
502 $a Thesis (Ph.D.)--The University of Iowa, 2021.
504 $a Includes bibliographical references
520 $a For second language (L2) learners of Chinese who are native speakers of alphabetic languages, it is common that even after years of learning, reading discourse-length authentic Chinese texts (e.g., newspaper articles and novels) is still an intimidating, laborious, and frustrating task. Two factors, among others, contribute to this problem. One is the predominant use of pedagogical texts (readings that have been written specifically for L2 learners, often a poor representation of real-life language use) in lower-level instruction. The other is the lack of systematic attention to the development of students' reading skills in intermediate-level instruction. As a result, L2 Chinese learners do not accumulate sufficient experience in reading authentic texts or develop necessary reading strategies to interact with these types of texts. Consequently, they are ill prepared for upper-level Chinese courses and, more important, for real-life reading tasks. To bridge the gap between classroom reading and real-life reading, this dissertation proposes a theory-guided and research-based instructional model for using discourse-length authentic texts in intermediate-level L2 Chinese classrooms.The model consists of three interactive components: (1) text selection and modification; (2) progressive reading and reading strategy instruction; and (3) reading progress assessments. Detailed criteria, methods, and steps are proposed for each component. To investigate the impact of the model on learners' reading processes and comprehension, as well as to explore learners' perceptions of the model, I implemented the model through eight reading sessions with 14 second-year university L2 Chinese learners. Data were collected from small-group interviews, surveys, reading assessments (including reading tests, self-evaluations, and reading journals), and teaching reflective journals.Based on the analysis of data from these sources, I found that with instruction aligned with the model, the students developed real-life reading skills. They were able not only to understand and connect to these texts, but also to perceive how language is used in real-life communication. Students also learned to apply multiple reading strategies to facilitate their comprehension of authentic texts on a variety of topics. They not only learned new reading strategies that direct their attention to sentential and discourse-level understanding, but also gradually developed the habit of applying multiple reading strategies while reading. These findings suggest that the systematic scaffolding provided by the model facilitated the learners' understanding of the authentic texts through effectively mediating the interaction between the learners and those texts.Students' perceptions of the model were positive: They considered the instruction interesting, stimulating, and helpful. In particular, they spoke highly of reading strategy instruction and group reading. The process of reading and discussing in small groups promoted knowledge sharing and reduced students' reading stress. Nevertheless, some students occasionally suffered from peer pressure when there were disparities in the reading proficiency of the group members. Although few students did the after-class independent reading, those who completed it consistently enjoyed it and acknowledged the usefulness of the reading guidelines.The model proposed in the study provides a systematic and practical guidance for L2 Chinese instructors to teach reading at the post-secondary intermediate level using discourse-length authentic texts. It contributes to bridging the gap between classroom L2 Chinese reading and reading in real-life contexts.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Language. $3 571568
650 4 $a Education. $3 555912
650 4 $a Foreign language instruction. $3 1241370
650 4 $a Reading instruction. $3 1148440
650 4 $a Curriculum development. $3 1148494
650 4 $a Teaching. $3 555255
650 4 $a Pedagogy. $3 1148703
650 4 $a Students. $3 1023836
650 4 $a Self evaluation. $3 1466366
650 4 $a Culture. $3 556041
650 4 $a Achievement tests. $3 659640
650 4 $a Curricula. $3 1465610
650 4 $a Communication. $3 556422
650 4 $a Mediators. $3 1276196
650 4 $a Interviews. $3 812418
650 4 $a Teachers. $3 881385
650 4 $a Skills. $3 1207328
650 4 $a Research methodology. $3 1372463
650 4 $a Classrooms. $3 859839
650 4 $a Knowledge. $3 643484
650 4 $a Reading comprehension. $3 567443
650 4 $a Design. $3 595500
650 4 $a Authenticity. $3 1025741
650 4 $a Ratings & rankings. $3 1372551
650 4 $a Readers. $3 591337
650 4 $a Learning. $3 555256
650 4 $a Chinese languages. $3 1466367
650 4 $a Semantics. $3 555362
653 $a Authentic texts
653 $a Instructional model
653 $a Intermediate level
653 $a L2 Chinese reading
653 $a Sociocultural theory
655 7 $a Electronic books. $2 local $3 554714
690 $a 0444
690 $a 0679
690 $a 0515
690 $a 0535
690 $a 0727
690 $a 0389
690 $a 0456
690 $a 0459
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a The University of Iowa. $b Second Language Acquisition. $3 1182727
773 0 $t Dissertations Abstracts International $g 83-02A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28491582 $z click for full text (PQDT)
880 1 3 $6 245-01/$1 $a An Instructional Model for Using Authentic Texts in L2 Chinese Reading Classrooms = $b 在中文二语阅读课堂上使用真实文本的教学模式.
880 3 1 $6 246-02/$1 $a 在中文二语阅读课堂上使用真实文本的教学模式.