"Reading to Learn, learning to write" : pedagogy in teaching reading and writing of Chinese personal letter and notice to non-Chinese speaking secondary students in Hong Kong = 香港非華語中學生中文私函與通告讀寫教學 : "閱讀促進寫作" 教學法研究

Abstract

閲讀及寫作是教學的重要環節，且兩者都與文本有關，而文本有一定的文體特征，在結構、語言、表現手法等方面有各自的特點，掌握不同文體的不同特征能讓教學重點更明確，使教師有系統地進行閲讀講解或寫作引導，因此文體教學可作爲聯結閲讀與寫作教學的樞紐。在教學常用文體中，學生往往需要學習如何理解並回應各種溝通管道的信息，以滿足生活中的社交需求，達到語言的溝通目標，而實用文作爲常用的交換信息渠道，也成爲教材與評估中主要文類之一，相關的教學法及研究有待進一步發展。尤其對於二語學習者來說，需要掌握文類、語境、語言功能的概念，準確、恰當地完成實用文的溝通或交際目的。“閲讀促進寫作”（Reading to learn, learning to write）教學法結合系統功能語言學與支架教學的概念，形成從閱讀到寫作的完整教學設計，已證實能有效地提升英語學習者的語文能力。但該教學法在中文的教學與應用層面仍處於發展階段，因此中文教學及課堂實踐有其必要性，以觀察此教學法的中文教學效果及發展空間。此研究以中文二語學習者為對象進行實用文讀寫教學，通過前、後測、訪談等研究工具，進行量化及質性數據的收集與分析。研究目標在於發展有效的中文讀寫教學法，結合課堂實踐提升中文二語學習者的實用文讀寫能力。研究結果顯示“閲讀促進寫作”教學法能顯著提升中文二語學習者的實用文讀寫表現，因此可進一步推廣應用此教學法，以有效地提升學生的語文能力。

關鍵詞：中文第二語言教學、實用文、閲讀、寫作、文類教學法、閲讀促進寫作 Reading and writing are key components of literacy education and it’s suggested that reading-to-writing pedagogy is essential to improve teaching and learning effect. While both of reading and writing are closely related to text while reading is the process of deconstructing text and writing is the process of constructing text, genre pedagogy can work as a bridge to connect reading and writing. Genre pedagogy is more concerned in recent years after introduction of Systemic Functional Linguistic (SFL) theory. Considerable works have been done to study genre theory and prove its effects especially in the field of teaching in English. But relevant research in teaching of Chinese was less common. Developed from the theories of Systemic Functional Linguistic, Pedagogical discourse and Scaffolding, Reading to Learn pedagogy has been recognized as one of the most effective and well-designed genre study from theoretical and pedagogical aspects. As Reading to Learn has been proved that it can improve English L1 and L2 learners’ reading and writing competency at an average double to four times standard growth rates, it’s important to conduct further research to examine its effectiveness and feasibility in Chinese language education. The model of Reading to Learn pedagogy includes the principle of supporting all students to do high-level tasks by means of guidance through interaction. The three levels of support provided by this model consist of preparing for reading, detailed reading, sentence making, spelling, sentence writing, joint rewriting, individual rewriting, joint construction and individual construction. The aim of this study is to observe the effects of applying Reading to Learn pedagogy in teaching Chinese as a second language, and to examine whether reading and writing performance of non-Chinese speaking (NCS) students will be improved effectively. The significance of this research is to develop effective teaching design which can help to enhance students’ performance of reading and writing Chinese practical texts. The research methodology of mixed-method case study was applied on non-Chinese speaking students in mainstream school of Hong Kong, to observe the process of teaching and learning Chinese practical texts together with students’ reading and writing outcome in pre-test and post-test. The triangulation of data combined quantitative data (results of pre-test and post-test) and qualitative data (interview, text analysis of students’ reading and writing output) to prove the validity and reliability of data collected. The research findings proved that Reading to Learn pedagogy can improve NCS students’ reading and writing performance significantly. Therefore this pedagogy can be applied on curriculum design to enhance students’ literacy performance. Keywords: Reading to Learn, Reading, Writing, Practical text, Genre pedagogy, Chinese as second language