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Article: The effectiveness of using ‘reading to learn, learning to write’ pedagogy in teaching Chinese to non-Chinese speaking students in Hong Kong
Title | The effectiveness of using ‘reading to learn, learning to write’ pedagogy in teaching Chinese to non-Chinese speaking students in Hong Kong |
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Authors | |
Keywords | Functional grammar Chinese language education R2l pedagogy |
Issue Date | 2016 |
Publisher | EBSCO Publishing. The Journal's web site is located at http://www.ijls.net |
Citation | International Journal of Language Studies, 2016, v. 10 n. 3, p. 43-60 How to Cite? |
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. |
Persistent Identifier | http://hdl.handle.net/10722/266051 |
ISSN | 2023 SCImago Journal Rankings: 0.257 |
DC Field | Value | Language |
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dc.contributor.author | Shum, MSK | - |
dc.contributor.author | Shi, D | - |
dc.contributor.author | Tai, CP | - |
dc.date.accessioned | 2018-12-17T02:16:39Z | - |
dc.date.available | 2018-12-17T02:16:39Z | - |
dc.date.issued | 2016 | - |
dc.identifier.citation | International Journal of Language Studies, 2016, v. 10 n. 3, p. 43-60 | - |
dc.identifier.issn | 2157-4898 | - |
dc.identifier.uri | http://hdl.handle.net/10722/266051 | - |
dc.description.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. | - |
dc.language | eng | - |
dc.publisher | EBSCO Publishing. The Journal's web site is located at http://www.ijls.net | - |
dc.relation.ispartof | International Journal of Language Studies | - |
dc.subject | Functional grammar | - |
dc.subject | Chinese language education | - |
dc.subject | R2l pedagogy | - |
dc.title | The effectiveness of using ‘reading to learn, learning to write’ pedagogy in teaching Chinese to non-Chinese speaking students in Hong Kong | - |
dc.type | Article | - |
dc.identifier.email | Shum, MSK: mskshum@hku.hk | - |
dc.identifier.email | Shi, D: stellashi@hku.hk | - |
dc.identifier.email | Tai, CP: cptai@hku.hk | - |
dc.identifier.authority | Shum, MSK=rp00956 | - |
dc.identifier.authority | Tai, CP=rp01906 | - |
dc.identifier.hkuros | 296389 | - |
dc.identifier.volume | 10 | - |
dc.identifier.issue | 3 | - |
dc.identifier.spage | 43 | - |
dc.identifier.epage | 60 | - |
dc.publisher.place | United States | - |
dc.identifier.issnl | 2157-4901 | - |