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- Title
The effectiveness of using 'reading to learn, learning to write' pedagogy in teaching Chinese to non-Chinese speaking students in Hong Kong.
- Authors
Mark Shiu-kee Shum; Dan Shi; Chung-pui Tai
- Abstract
This paper examines the effectiveness of 'Reading to Learn' (R2L) pedagogy (Rose & Martin, 2012) in teaching Chinese to non-Chinese speaking students in Hong Kong. Junior secondary students were taught to read and write texts of different genres in Chinese in an after-hour class for a year using the R2L pedagogy. Students were asked to write a composition before and after each genre teaching cycle. During the teaching cycle, teachers scaffolded students' writing through preparing for reading, detailed reading, joint re-writing sentence-making, and joint construction. This paper selects writings from students representing the low, medium and high achievers. Their pre- and post- teaching scripts are analyzed for aspects of transitivity modality and cohesion using a Systemic Functional Linguistic (Halliday & Matthiessen, 2004) framework. Semi-structured interviews were conducted to reveal students' perceptions and teachers' reflections on R2L pedagogy. Text analysis of the pre- and post-teaching writing suggests that students with different learning abilities are capable of composing much longer and better organized texts with genre-based schematic structure and diversified lexicogrammatical resources after experiencing R2L pedagogy. It is hoped that the findings can provide information to improve the teaching of Chinese as a second language for non-Chinese speaking students in Hong Kong.
- Subjects
CHINESE as a second language; FUNCTIONAL discourse grammar; DISCOURSE analysis; FUNCTIONAL linguistics; FOREIGN language education
- Publication
International Journal of Language Studies, 2016, Vol 10, Issue 3, p43
- ISSN
2157-4898
- Publication type
Article