Toward a process view of teaching reading in the second language Chinese curriculum

Everson, Michael

doi:10.1080/00405849409543608

Cited by 15 publications

(6 citation statements)

References 10 publications

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“…The perceived short distance between Pinyin and English allowed students to employ their familiar reading strategies, potentially contributing to lower levels of anxiety than for Intermediate Level students. Everson () also contended that reading in Pinyin at the early stage of learning Chinese facilitates reading comprehension in that students can spend less processing energy on character recognition while attending more to the meaning of the passage and apply their newly learned grammar knowledge. In the Intermediate Chinese textbook, however, the Pinyin text was removed and students had to focus on the Chinese characters.…”

Section: Discussionmentioning

confidence: 99%

“…Previous research, however, has shown that English‐speaking learners usually cannot successfully adjust to the different word recognition activities in Chinese and tend to rely on Pinyin, the Romanized Chinese pronunciation system, or the distinct visual aspects of the Chinese characters (Everson, ; Hayes, ). Neither of these strategies is efficient because learners do not retrieve the meaning of a character from fluent identification of characters.…”

Section: Fl Reading Anxiety and Writing Systemsmentioning

confidence: 99%

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Foreign language reading anxiety: Chinese as a foreign language in the United States

Ai-ping

Guo

Dynia

2013

The Modern Language Journal

132

140

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This study examined the foreign language (FL) reading anxiety level of English‐speaking university students learning Chinese as a foreign language (n = 114) in the United States. Data from two anxiety measures, a background information questionnaire, and an email interview indicated that learners of Chinese experienced a level of FL reading anxiety similar to general FL anxiety. FL reading anxiety was associated with course level and experience with China but not with gender. Moreover, FL reading anxiety was found to be negatively correlated with FL reading performance among Elementary Level I and Intermediate Level students but not among Elementary Level II students. Unfamiliar scripts, unfamiliar topics, and worry about comprehension were identified as the major sources of FL reading anxiety. Findings suggest that reading anxiety was a salient problem for learners of Chinese whose native language was English.

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Section: Discussionmentioning

confidence: 99%

Section: Fl Reading Anxiety and Writing Systemsmentioning

confidence: 99%

Foreign language reading anxiety: Chinese as a foreign language in the United States

Ai-ping

Guo

Dynia

2013

The Modern Language Journal

132

140

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“…One reason could be because of the strong conception of the importance of basic skills such as pronunciation and character recognition in Chinese language learning (Everson, 1994). The instructional intent could have led teachers to focus more on convergent types of knowledge expression for these genres while placing more emphasis on divergent knowledge expressions in writing activities.…”

Section: Discussionmentioning

confidence: 99%

A rubric for assessing teachers' lesson activities with respect to TPACK for meaningful learning with ICT

Koh

2013

AJET

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Teachers' technological pedagogical content knowledge (TPACK) for meaningful learning with ICT describes their knowledge for designing ICT lesson activities with respect to five dimensions: active, constructive, authentic, intentional, and cooperative. The ICT lesson activities designed by teachers can be assessed to determine the strengths and weaknesses of their TPACK for meaningful learning with ICT in practice. This study describes the conception, validation, and implementation of a rubric for assessing ICT lesson activities with respect to the dimensions of meaningful learning with ICT. It was conducted with 55 Singaporean pre-service teachers trained to teach Chinese as a second language. The 217 lesson activities they designed during a compulsory ICT module were rated using the rubric. High ratings were obtained for the active dimension because the activities involved students using and manipulating ICT tools. However, the ratings for the other dimensions were lower because opportunities for students' personal meaning-making, exploration of real-world phenomena, collaboration through divergent knowledge construction, as well as selfdiagnosis and management of learning gaps were not as well supported in these activities. The uses of this rubric for enhancing TPACK assessment, ICT course design and the development of TPACK activity types will be discussed in the paper.

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“…At this level, language courses are often mandatory and students' experiences in the first year often determine whether they will continue to study that language or any other; moreover, it is in this critical year when Mandarin tones and new orthographies are normally introduced. More research is needed on which of the three Chinese orthographies should be taught, and in which order (the romanized pinyin system, simplified characters, and more complicated, traditional Chinese characters; see Bell (1995Bell ( , 1997de Courcy (1997de Courcy ( , 2002; Everson (1988Everson ( , 1994); how to implement a more task-based teaching approach, if that is appropriate (Ohta, 2001); and the issue of L1 vs. L2 use (e.g., Turnbull & Arnett, 2002). It would serve international language education well to pursue these issues more vigorously in the years to come.…”

Section: Discussionmentioning

confidence: 99%

Issues in Mandarin language instruction: theory, research, and practice

Duff

Li²

2004

System

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Toward a process view of teaching reading in the second language Chinese curriculum

Cited by 15 publications

References 10 publications

Foreign language reading anxiety: Chinese as a foreign language in the United States

Foreign language reading anxiety: Chinese as a foreign language in the United States

A rubric for assessing teachers' lesson activities with respect to TPACK for meaningful learning with ICT

Issues in Mandarin language instruction: theory, research, and practice

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