An Exploration of Good Chinese Learners’ Reading Process: A Case Study of Three Learners Who Take Chinese as a Foreign Language

• Main Authors: Luo, Ting, 羅婷
• Other Authors: Yen, Shu-Chin
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/n954f6

碩士 === 文藻外語學院 === 華語文教學研究所 === 101 === The main purpose of this study is to explore the reading process of good Chinese readers who take Chinese as a Foreign Language for learning. The data collecting is through reading sequence of the whole article and the application of reading strategy by the subjects. The subjects are three persons who passed TOCFL (Test Of Chinese as a Foreign Language) and achieved Level 5 on Listening and Reading. Choosing articles in the book named “The Independent Reader” for them to read by adapting “Thinking Aloud” way and collecting information of the realization process when they are reading. The coding scheme follows the classification of General Reading Strategy of Young (1993) and Chinese Reading Strategy of Xin Shi Chang信世昌 (2001). Coding, categorize and concepts in the qualitative data analysis was adapted for data analysis. Semi-structured interviews was used to confirm and clarify those uncertain part after data analysis. Two concepts: the Interactive Model and the Use of Reading Strategy were found from the three subjects. There are seven findings in this study. First, a good reader mainly adapts “close reading” and pay much attention to the control of vocabulary. Second, application of “Local Strategy” is more than “Global Strategy”. Third, besides control of vocabulary, good readers also emphasize on the control of paragraph meaning. Forth, they focus on control of the purpose of the article subject. Fifth, the good readers would response to the content of the article basing on their own knowledge background when reading. Sixth, the good readers would technically use different strategies to achieve better reading comprehension. Seventh, they can combine Bottom-up and Top-down reading models properly. According to the above findings, it is suggested that the Chinese language teacher to explain the timing and reason for using reading strategy. Also help students to practice and evaluate the appropriateness of using reading strategy and share with them own experience for getting better comprehension. For future research it is suggested to expand the study scope or lead to “Quantitative Research”. As for the participants, bad readers could be the focus for a deeper study on Chinese reading process.