Establishing an Extensive Reading Program in a Chinese as a Foreign Language Context

Autor/inn/en	Zhou, Jing; Day, Richard R.
Titel	Establishing an Extensive Reading Program in a Chinese as a Foreign Language Context
Quelle	In: Reading in a Foreign Language, 35 (2023) 2, S.222-246 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Reading Programs; Chinese; Second Language Learning; Reading Instruction; College Second Language Programs; Student Attitudes; Student Characteristics; Reading Attitudes; Self Efficacy; Teaching Methods + Suchen Sie Ihr Suchwort? China; Chinesen; Zweitsprachenerwerb; Leseunterricht; Schülerverhalten; Reading behavior; Rading behaviour; Leseverhalten; Self-efficacy; Selbstwirksamkeit; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Extensive reading (ER) has been widely practiced in teaching English as a foreign or second language contexts. However, reports on how ER was practiced in Chinese as a foreign or second language (L2) contexts are not commonly seen. This study reports how an ER program was established in a liberal arts college in the U.S.A, and how ER affected L2 Chinese readers' reading attitudes. The study also examined L2 Chinese learners' perceptions of language abilities improved through ER, and their enjoyment of ER activities. Data were collected over thirteen weeks through pre- and post-reading attitude surveys, weekly ER activities, and the end of the semester reflections. The findings suggest ER significantly improved L2 Chinese readers' confidence in reading Chinese and devotion to learning Chinese. Some students also perceived that ER improved their reading fluency, reading comprehension, vocabulary, grammar, character recognition, writing, speaking, and listening skills. (As Provided).
Anmerkungen	National Foreign Language Resource Center at University of Hawaii. 1859 East-West Road #106, Honolulu, HI 96822. e-mail: readfl@hawaii.edu; Web site: https://nflrc.hawaii.edu/rfl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01