A Study of the Chinese Reading Strategies used by Foreign Students

• Main Authors: Su,Lingchiao, 蘇玲巧
• Other Authors: Wu,Tsungli
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/67394261613095370092

碩士 === 國立屏東教育大學 === 華語文教學碩士學位學程 === 101 === The study aims to explore the reading strategies of foreign students while they are reading Chinese materials. To achieve the purposes of this study, the method of questionnaire survey is utilized. The objects, foreign students from National Cheng Kung University, Wenzao Ursuline College of Languages and National Pingtung University of Education, are surveyed through the questionnaire “Questionnaire Regarding Chinese Reading Strategies for Foreign Students”. By the convient sampling method, the survey is conducted with the samplings of 125 foreign students. A total of 120 questionnaires are retrieved. The effective samples are 110 in total and the available rate is 91.67%. SPSS 17.0 version for Windows is adopted to calculate and analyze the data from the valid questionnaires. The statistical analyses operated in the study include descriptive statistics, t-test and one way analysis of variance (one-way ANOVA). According to the results of research, the conclusions of this study are mentioned as below: 1.Foreign students usually use word recognition strategies, bottom-up strategies, top-down strategies and metacognitive strategies when they read Chinese materials. The frequency of the word recognition strategies are higher than others. 2.In word recognition strategies category, “put together the meanings of individual Chinese characters to form the meaning of a phrase” strategy is more used and “take the advantage of the contours of Chinese characters to recognize them” strategy is less used. 3. Three attribute of foreign student, gender, nationality and native language affect word recognition strategies using when they read Chinese materials. Female is higher than male, East Asia area is higher than European and American area. 4. When foreign students reading their native languages materials, the higher frequently used word recognition strategy is "using context clues", the higher frequently used bottom-up strategy is "using sentence patterns", the higher frequently used top-down strategy is "using background knowledge", and the higher frequently used metacognitive strategy is "asking questions about the content". 5. When foreign students reading Chinese languages materials, the higher frequently used word recognition strategy is "using context clues", the higher frequently used bottom-up strategy is "using reference materials", the higher frequently used top-down strategy is "scanning through quickly first, and then return to read again carefully", and the higher frequently used metacognitive strategy is "asking questions about the content". 6. The frequently used reading strategies used by foreign students between Chinese and native language reading materials, the word recognition strategies is similar to metacognitive strategies, but the bottom-up strategies is different to the top-down strategies. Finally, based on the conclusions, some suggestions are proposed to the Chinese language teachers, foreign students learning Chinese and the researchers in future.