｢閱讀促進學習｣教學法在中文第二語言課堂的漢字教學之應用及成效

Abstract

Due to the variety and complexity of Chinese characters in terms of form, pronunciation and meaning, many non-Chinese speaking (NCS) students failed to master the formation of characters and sentences. It might be worth mentioning that English language and some NCS students’ first languages such as Pilipino, Urdu and Nepali, are all based on alphabetic writing system. A lack of understandings of font and word meaning makes NCS students feel particularly difficult when writing Chinese characters. In view of the difficulties of NCS students in writing Chinese characters and the achievements of predecessors in applying Reading to Learn (R2L) pedagogy, this paper attempts to explore the application and effectiveness of R2L pedagogy in teaching Chinese characters to NCS students during Chinese classes. The participants were a group of 15 secondary one students who are learning Chinese as a second language, and their Chinese teacher. Using a qualitative research approach, interviews, lesson study and text analysis were conducted to explore whether R2L was considered and in fact effective for the students to acquire Chinese characters. The results of the study showed that the students with different Chinese levels significantly improved their writing after they received R2L pedagogy teaching. Based on the results, the researchers put forward relevant suggestions on the R2L teaching strategies that Chinese teachers might apply when teaching NCS students.