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Performance-based Chinese L2 reading instruction: A spiral approach.

机译：基于性能的中文二级阅读教学：一种螺旋式教学法。

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摘要

Reading is a social activity. It happens in a social context with identifiable purpose. The reading purposes determine what the readers will read and how they will read. In daily life, reading is assessed by the fulfillment of a reading task. Good readers can successfully sense the reading task, visually perceive the signs, go through cognitive process, achieve certain interaction with the text, and finally display a response to the task.;However, current L1 and L2 reading research treats reading comprehension as the most essential part of reading, and focuses on reading cognitive process. Consequently, current reading instruction is comprehension-oriented and concentrated on fluency instruction and reading strategy instruction. In the case of Chinese L2 reading instruction in the United States, where Chinese has very little similarity with the learners' native language, the situation is even more severe. Reading instruction is primarily focused on linguistic factors, especially at the beginner and intermediate levels.;This dissertation proposes a new Chinese L2 reading instruction model, which is performance based. In the new approach, the objective of instruction is to train the learners to perform reading tasks successfully in appropriate social context. It moves beyond reading comprehension and treats it as the prerequisite of the performance. To implement, performance-based reading instruction constructs social contexts for learners, provides opportunities for the learners to read in these contexts, and trains the learners to fulfill the recognized reading tasks. This new approach usually includes three phases. The three phases are built around the same theme and spiral up from reading comprehension of the text, to the demonstration of reading comprehension through tasks, and finally to handling authentic reading materials in simulated culturally appropriate tasks.;Theoretical support from previous literacy research and by preliminary observations and surveys indicate that this new approach has many advantages over conventional instruction. It can enhance the learners' comprehension of the text, improve their reading competence, and motivate them to extend their engagement in reading activities. Specifically, the culturally appropriate context in the performance-based reading instruction can trigger learners' prior knowledge and L1 reading strategies, and thus can facilitate comprehension. In addition, the learners can tap into more mental resources during the reading process so that they will retain better long-term memories. Last but most importantly, the learners can retrieve their memory better by matching the daily situation with their learning contexts during the performance-base instruction. As a result, the learners will have better chance to perform successfully when expected to do so in later life.
机译：阅读是一种社会活动。它发生在具有可识别目的的社会环境中。阅读目的决定了读者将阅读的内容以及阅读方式。在日常生活中，阅读是通过完成阅读任务来评估的。优秀的读者可以成功地感知阅读任务，视觉感知符号，经历认知过程，与文本进行一定程度的互动并最终显示对任务的反应。然而，当前的第一和第二阅读研究将阅读理解视为最重要的内容。阅读必不可少的部分，并着重于阅读的认知过程。因此，当前的阅读指令是面向理解的，并且专注于流利的指令和阅读策略的指令。在美国的中文二语阅读教学中，中文与学习​​者的母语几乎没有相似之处，情况更加严重。阅读教学主要集中在语言因素上，特别是在初学者和中级水平上。本论文提出了一种基于性能的汉语二语阅读教学模型。在新方法中，教学的目的是训练学习者在适当的社会背景下成功地完成阅读任务。它超越了阅读理解，并将其视为表现的前提。为了实现，基于绩效的阅读指导为学习者构建了社交情境，为学习者提供了在这些情境中阅读的机会，并训练学习者完成公认的阅读任务。这种新方法通常包括三个阶段。这三个阶段围绕着相同的主题而展开，从对文本的阅读理解，到通过任务的阅读理解的展示，最后到在模拟文化适应性任务中处理真实阅读材料的过程。初步的观察和调查表明，这种新方法比常规教学具有许多优势。它可以增强学习者对课文的理解，提高他们的阅读能力，并激发他们扩大对阅读活动的参与度。具体来说，基于表现的阅读指导中适合文化的环境可以触发学习者的先验知识和母语阅读策略，从而有助于理解。此外，在阅读过程中，学习者可以利用更多的智力资源，从而保留更好的长期记忆。最后但最重要的是，在基于性能的教学中，学习者可以通过将日常情况与他们的学习情境相匹配来更好地恢复他们的记忆。结果，学习者有望在以后的生活中有更好的机会获得成功。

著录项

  • 作者

    Zhang, Yongfang.;

  • 作者单位

    The Ohio State University.;

  • 授予单位 The Ohio State University.;
  • 学科 Education Bilingual and Multicultural.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 383 p.
  • 总页数 383
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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