An Action Research on Teaching Reading Strategies to Intermediate Level Chinese Language Learners

• Main Authors: Hsin-Ying Wu, 吳欣穎
• Other Authors: Yi-Yao Liao
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/35413100115461449303

碩士 === 中原大學 === 應用華語文研究所 === 101 === The study aims to implement the design and research on the teaching curriculum for reading strategy in intermediate level Chinese language learners. The study also analyzes the reading and learning strategies used by the learners. The study is further divided into two stages, whereas the first stage refers to the pilot study and the researcher carries out in-class observation for learners at the pilot study while emphasizing on the interview of learners on reading difficult and the reading strategies used. Moreover, the researcher concludes the reading strategies of intermediate learners through investigating the reading strategy using think-aloud and analyzing the above collected data, in addition to designing the reading and learning strategy teaching curriculum. The second stage is the former research whereas the researcher conducted two reading strategy teaching on eight Korean learners in addition to applying think-aloud and feedback questionnaire at the end of teaching in attempt to implement teaching effective analysis. The study finding show that intermediate Chinese learners have mostly already acquired the concept of reading strategy prior to the reading strategy teaching, who mostly use reading strategies in sentence-based strategies with few use the sentences in transition to the entire paragraph-based strategy. Nonetheless, in the encountering of longer paper, the learners often find it difficult to solve problems with the use of strategies and therefore resulting in reading difficulties. After the implementation of reading strategy teaching, the learners are capable of using strategies for solving difficulties consciously and they tend to be willing to use reading strategies in solving the difficulties in case of a difficult word or words they have not learned before. For example, the learners can break down the words to guess the meaning through context, using form of sound words to guess the meaning or significance. It shows that reading strategies can be taught and can enhance learners’ ability to use strategies through teaching.