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Volume 51, Issue 2
  • ISSN 2451-828x
  • E-ISSN: 2451-8298
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Abstract

Two problems often emerge in the process of learning Chinese. First, learning to write at the beginning stage often focuses on forms, without an authentic purpose. As a result, learners do not have enough motivation to write. Second, while extensive reading benefits language learners, not many extensive reading materials are available to beginning and lower-intermediate level CFL learners. This empirical study examined the feasibility of incorporating a writing project into the curriculum, as well as the potential impact of such a project on learners’ reading and writing progress. A total of 89 learners participated in this study. The findings show that the participants who wrote books and those who read the books both enjoyed and benefited from the project.

© 2016 John Benjamins
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/content/journals/10.1075/csl.51.2.03zha
2016-10-14
2024-04-16

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  • Article Type: Research Article
Keyword(s): book writing; communicative writing; extensive reading; guided writing; images in writing; leisure reading; meaningful writing; reading; writing; writing for audience; writing with purpose

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