1887
  1. Home
  2. e-Journals
  3. Chinese as a Second Language. The journal of the Chinese Language Teachers Association, USA
  4. Volume 51, Issue 2
  5. Article
Volume 51, Issue 2
  • ISSN 2451-828x
  • E-ISSN: 2451-8298
USD
Buy:$35.00 + Taxes

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
Loading

Article metrics loading...

/content/journals/10.1075/csl.51.2.03zha
2016-10-14
2025-04-18

  • From This Site

    /content/journals/10.1075/csl.51.2.03zha
    dcterms_title,dcterms_subject,pub_keyword
    -contentType:Journal -contentType:Contributor -contentType:Concept -contentType:Institution
    10
    5
Loading full text...

Full text loading...

References

  1. American Council on the Teaching of Foreign Languages
    (1999) Standards for Foreign Language Learning in the 21st Century. Lawrence, KS: Allen P.
     [Google Scholar]
  2. Anderson, R.C. , Wilson, P.T. , & Fielding, L.G
    (1988) Growth in Reading and How Children Spend Their Time Outside of School. Reading Research Quarterly, 23(3), 285–303. doi: 10.1598/RRQ.23.3.2
     https://doi.org/10.1598/RRQ.23.3.2 [Google Scholar]
  3. Bamford, J. , & Day, R.R
    (1997) Extensive Reading: What is it? Why Bother?Language Teacher, 21, 6–8.
     [Google Scholar]
  4. Bartram, M. , & Parry, A
    (1989) Penguin Elementary Reading Skills. London: Penguin.
     [Google Scholar]
  5. Bell, T
    (2001) Extensive Reading: Speed and Comprehension. The Reading Matrix, 1(1). RetrievedJune 1, 2015, fromwww.readingmatrix.com/articles/bell/index.html.
     [Google Scholar]
  6. Chen, J.C. , & Brown, K.L
    (2012) The Effects of Authentic Audience on English as a Second Language (ESL) Writers: A Task-Based, Computer Mediated Approach. Computer Assisted Language Learning, 25(5), 435–454. doi: 10.1080/09588221.2011.606224
     https://doi.org/10.1080/09588221.2011.606224 [Google Scholar]
  7. Day, R.R. , & Bamford, J
    (2002) Top Ten Principles for Teaching Extensive Reading. Reading in a Foreign Language, 14(2), 136–141.
     [Google Scholar]
  8. Dvorak, T.R
    (1986) Writing in a Foreign Language. In B.H. Wing (Ed.), Listening, Reading and Writing: Analysis and Application (pp.145–163). Middlebury, VT: Northeast Conference on the Teaching of Foreign Languages.
     [Google Scholar]
  9. Elley, W.B. , & Manghubai, F
    (1983) The Effect of Reading on Second Language Learning. Reading Research Quarterly, 19(1), 53–67. doi: 10.2307/747337
     https://doi.org/10.2307/747337 [Google Scholar]
  10. Everson, M.E
    (1994) Toward a Process View of Teaching Reading in the Second Language Chinese Curriculum. Theory Into Practice, 33(1), 4–9. doi: 10.1080/00405849409543608
     https://doi.org/10.1080/00405849409543608 [Google Scholar]
  11. (1998) Word Recognition Among Learners of Chinese as a Foreign Language: Investigating the Relationship Between Naming and Knowing. The Modern Language Journal, 82(2), 194–204. doi: 10.1111/j.1540‑4781.1998.tb01192.x
     https://doi.org/10.1111/j.1540-4781.1998.tb01192.x [Google Scholar]
  12. (2009) Literacy Development in Chinese as a Foreign Language. In M.E. Everson & Y. Xiao (Eds.), Teaching Chinese as a Foreign Language: Theories and Applications (pp.97–112). Boston, MA: Cheng & Tsui Company.
     [Google Scholar]
  13. Feuer, A
    (2011) Developing Foreign Language Skills, Competence and Identity Through a Collaborative Creative Writing Project. Language, Culture and Curriculum, 24(2), 125–139. doi: 10.1080/07908318.2011.582873
     https://doi.org/10.1080/07908318.2011.582873 [Google Scholar]
  14. Grellet, F
    (1981) Developing Reading Skills: A Practical Guide to Reading Comprehension Exercises (1st ed.). Cambridge: Cambridge University Press.
     [Google Scholar]
  15. Harklau, L
    (2002) The Role of Writing In Classroom Second Language Acquisition. Journal of Second Language Writing, 11, 329–350. doi: 10.1016/S1060‑3743(02)00091‑7
     https://doi.org/10.1016/S1060-3743(02)00091-7 [Google Scholar]
  16. Hudson, T
    (1982) The Effects of Induced Schemata on the Short Circuit in L2 Reading: Non-decoding Factors in l2 Reading Performance. Language Learning, 32, 1–31. doi: 10.1111/j.1467‑1770.1982.tb00516.x
     https://doi.org/10.1111/j.1467-1770.1982.tb00516.x [Google Scholar]
  17. Hyland, K
    (1990) Purpose and Strategy: Teaching Extensive Reading Skills. English Teaching Forum, 28(2), 14–17.
     [Google Scholar]
  18. Kramsch, C
    (1993) Context and Culture in Language Teaching. Oxford: Oxford University Press.
     [Google Scholar]
  19. Krashen, S
    (1993) The Power of Reading: Insights from the Research. Englewood, CO: Libraries Unlimited.
    [Google Scholar]
  20. (1989) We Acquire Vocabulary and Spelling By Reading: Additional Evidence for the Input Hypothesis. The Modern Language Journal, 73(4), 440–464. doi: 10.1111/j.1540‑4781.1989.tb05325.x
     https://doi.org/10.1111/j.1540-4781.1989.tb05325.x [Google Scholar]
  21. Laberge, D. , & Samuels, S.J
    (1974) Towards a Theory of Automatic Information Processing in Reading. Cognitive Psychology, 6, 293–323. doi: 10.1016/0010‑0285(74)90015‑2
     https://doi.org/10.1016/0010-0285(74)90015-2 [Google Scholar]
  22. Lee. J.F. , & VanPatten, B
    (2003) Making Communicative Language Teaching Happen. San Francisco: McGraw-Hill.
     [Google Scholar]
  23. Leki, I
    (2000) Writing, Literacy, and Applied Linguistics. Annual Review of Applied Linguistics, 20, 99–115. doi: 10.1017/S0267190500200068
     https://doi.org/10.1017/S0267190500200068 [Google Scholar]
  24. Liu, Y. , & Chu, C
    (2014) Chinese Breeze. Beijing: Peking University Press.
     [Google Scholar]
  25. Mackey, A. , & Gass, S
    (2005) Second Language Research: Methodology and Design. Mahwah, NJ: Lawrence Erlbaum Associates.
     [Google Scholar]
  26. Magnan, S.S
    (1985) Teaching and Testing Proficiency in Writing: Skills to Transcend the Second-Language Classroom. In A. Omaggio (Ed.), Proficiency, Curriculum, Articulation: The Ties that Bind, Northeast Conference Reports (pp.109–136). Middlebury, VT: Northeast Conference on the teaching of foreign Languages.
     [Google Scholar]
  27. Maley, A. , & Duff, A
    (1989) The Inward Ear: Poetry in the Language Classroom. Cambridge: Cambridge University Press.
     [Google Scholar]
  28. Mikulecky, B
    (1990) A Short Course in Teaching Reading Skills. Reading, MA: Addison-Wesley.
     [Google Scholar]
  29. Musumeci, D
    (1998) Writing in the Foreign Language Curriculum: Soup and (Fire) Crackers. In G.S. Burkart (Ed.), Modules for the Professional Preparation of Teaching Assistants in Foreign Languages. Washington, DC: Center for International Education (ED). RetrievedApril 2, 2015, fromfiles.eric.ed.gov/fulltext/ED433716.pdf.
     [Google Scholar]
  30. Nation, P
    (1997) The Language Learning Benefits of Extensive Reading. The Language Teacher, 21(5), 13–16.
     [Google Scholar]
  31. National Standards in Foreign Language Education Project (NSFLEP)
    (2006) Standards for Foreign Language Learning in the 21st Century (SFLL). Lawrence, KS: Allen Press. RetrievedJanuary 20, 2016, fromwww.actfl.org/sites/default/files/pdfs/public/StandardsforFLLexecsumm_rev.pdf.
     [Google Scholar]
  32. Omaggio-Hadley, A.C
    (1993) Teaching Language in Context: Proficiency-oriented Language Instruction. Boston: Heinle & Heinle.
     [Google Scholar]
  33. Omaggio-Hadley, A
    (2001) Teaching Language in Context (3rd ed.). Boston: Heinle & Heinle.
     [Google Scholar]
  34. Paulson, D.L
    (1993) The Effects of Task Focus and L2 Grammatical Knowledge on Writing in Spanish as a Second Language. (Unpublished doctoral dissertation). University of Illinois at Urbana-Champaign.
     [Google Scholar]
  35. Samuels, S.J
    (1994) Toward a Theory of Automatic Information Processing in Reading, Revisited. In R.B. Ruddell , M.R. Ruddell , & H. Singer (Eds.), Theoretical Models and Processes of Reading (4th ed., pp.816–837). Newark, DE: International Reading Association.
     [Google Scholar]
  36. Scott, V.M
    (1995) Writing. In V. Galloway & C. Herron (Eds.), Research within Reach II (pp. 115–27). Valdosta, GA: Valdosta State University.
     [Google Scholar]
  37. Sergent, W.K. , & Everson, M.E
    (1992) The Effects of Frequency and Density on Character Recognition Speed and Accuracy by Elementary and Advanced L2 Readers of Chinese. Journal of the Chinese Language Teachers Association, 27(1-2), 29–44.
     [Google Scholar]
  38. Shen, H
    (2016) Chinese Reading World. RetrievedJune 1, 2016, fromcollections.uiowa.edu/chinese/.
     [Google Scholar]
  39. Stokes, J.D
    (2007) Meaningful Writing for Beginners. Hispania, 90(3), 543–550. doi: 10.2307/20063563
     https://doi.org/10.2307/20063563 [Google Scholar]
  40. Susser, B. , & Robb, T.N
    (1990) EFL Extensive Reading Instruction: Research and Procedure. JALT Journal, 12(2), 161–185.
     [Google Scholar]
  41. Viorst, J. , & Cruz, R
    (1987) Alexander and the Terrible, Horrible, No Good, Very Bad Day. New York: Atheneum Books for Young Readers.
     [Google Scholar]
/content/journals/10.1075/csl.51.2.03zha
Loading
  • 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

Most Cited

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error