Enhancing Chinese language learning of Non-Chinese Speaking (NCS) Secondary school students: an investigation on the effectiveness of adopting ‘Reading to Learn’ methodology in teaching with picture books

Abstract

Intensive reading is one of the important and effective ways to enhance Non-Chinese speaking (NCS) students’ proficiency in Chinese language. To achieve effective reading, the development and consolidation of students’ ability in word recognition are the preliminary goals. This paper aims to discuss how the learning theory “Reading to Learn” (R2L) introduced by Dr. David Rose could effectively improve NCS students’ Chinese language proficiency in the aspects of word recognition and reading and writing skills. Action research method was adopted. Throughout the research process, researchers and the vice principal of the respected secondary school were keen to study how the use of “Reading to Learn” theory could enhance NCS students’ learning effectiveness and influence their interest in reading picture books. Results showcase the combined use of R2L and Genre-based teaching methodologies strengthen NCS students’ ability in Chinese word recognition and reading and writing, and thus their interest in reading. 要有效提高非華語中學生的中文能力, 加強閱讀是其中一項重要而效果顯著的方法；而要達到有效閱讀之目的, 發展並鞏固學生的識字能力, 更是首要之務. 本研究之主要目標, 乃探討由 Dr. David Rose提出的｢閱讀促進學習｣(Reading to Learn) 學習理論, 在結合圖畫書教學的過程中, 如何能有效促進非華語中學生學習漢語, 從而提高其中文識字及讀寫能力. 本研究採用行動研究的方法, 在推進行動研究期間, 研究員及有關中學的副校長, 也希望在提高非華語中學生的識字能力, 以至讀寫能力之餘, 更能進一步檢視運用上述方法, 如何提高非華語中學生閱讀圖畫書之興趣與效能. 研究結果顯示, 運用｢閱讀促進學習｣結合圖畫書教學的｢文類教學法｣, 確能增強非華語中學生的中文識字·讀寫能力, 並能進一步提高其閱讀興趣.