Reading in Chinese as an Additional Language: Learners’ Development, Instruction, and Assessment

300 Pages·2022·4.801 MB·

by  Liu Li, Dongbo Zhang

Reading in Chinese as an
Additional Language
Reading in Chinese as an Additional Language focuses on Chinese literacy acquisition,
which has been considered most difficult by both learners and teachers of Chinese as
an additional language (CAL).
Three major areas are covered: (1) acquisition of Chinese characters; (2) reading
comprehension subskills and reader’s identity; (3) reading instruction and assessment.
The first part delves into the foundation of Chinese literacy development—how
to learn and teach Chinese characters. The second part examines various learners’
reading comprehension subskills, as well as the evolution of learners’ literacy identity.
The third part explores effective instructional methods and assessment practices
for CAL reading development. Theoretically, this book provides frameworks and
evidence from both cognitive and sociocultural perspectives on the nature of CAL
reading development. Pedagogically, the book showcases how to teach and assess
CAL reading skills. Methodologically, this book includes empirical studies using
both qualitative and quantitative methods. In terms of scope, the book covers a much
broader spectrum of issues about CAL reading research and classroom teaching than
has previously been available. Writing is also discussed in several chapters. In terms
of technology, the book includes discussion on how the use of computers, the Internet,
and social media impacts students’ Chinese literacy acquisition.
This book will help CAL researchers and educators better understand the nature of
CAL reading development and become well informed about CAL classroom teaching
and assessment, including the application of interactive approaches to teaching and
assessing diverse reading skills.
Liu Li is Associate Professor of Chinese at the Department of Modern Languages and
Classics at Ball State University, U.S.A. She received her PhD in Second Language
Acquisition from Carnegie Mellon University. Her research interests include Chinese
literacy acquisition, computer-assisted language learning, language learning context,
and heritage language learners.
Dongbo Zhang is Professor of Language Education in the Graduate School of
Education at the University of Exeter, U.K. His research interests include second
language reading and vocabulary knowledge, bilingualism and literacy, and language
teacher education. He previously held appointments in the Department of Teacher
Education, Michigan State University, where he directed the Chinese Teacher
Certification Program and also coordinated the Doctoral Certificate in English
Language Learner Education.
Routledge Studies in Chinese as a Foreign Language
Series Editor: Chris Shei
Swansea University, UK
Der-lin Chao
New York University, USA
The series will strive to produce not only scholarly books investigating aspects
of Chinese language learning such as pedagogy, policy, materials and curriculum,
assessment, psychology and cognition, aptitude and motivation, culture and
society, media and technology and so on, but also textbooks drawing from results
of this research and compiled following the pedagogical models suggested by
these studies and taking into consideration the individual and social factors related
to Chinese language learning uncovered by this series of research. The two strands
of books published within this series complement and strengthen each other in
their academic achievement and practical implication.
Teaching and Researching Chinese Second Language Listening
Wei Cai
Teaching Chinese by Culture and TV Drama
Lingfen Zhang
Reading in Chinese as an Additional Language
Learners’ Development, Instruction, and Assessment
Edited by Liu Li and Dongbo Zhang
For more information about this series, please visit: www.routledge.com/Routledge-
Studies-in-Chinese-as-a-Foreign-Language/book-series/RSCFL
Reading in Chinese as an
Additional Language
Learners’ Development, Instruction,
and Assessment
Edited by Liu Li and Dongbo Zhang
Designed cover image: michaeljung via Getty Images
First published 2023
by Routledge
4 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
605 Third Avenue, New York, NY 10158
Routledge is an imprint of the Taylor & Francis Group, an informa
business
© 2023 selection and editorial matter, Liu Li and Dongbo Zhang;
individual chapters, the contributors
The right of Liu Li and Dongbo Zhang to be identified as the authors of
the editorial material, and of the authors for their individual chapters, has
been asserted in accordance with sections 77 and 78 of the Copyright,
Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or
utilised in any form or by any electronic, mechanical, or other means, now
known or hereafter invented, including photocopying and recording, or in
any information storage or retrieval system, without permission in writing
from the publishers.
Trademark notice: Product or corporate names may be trademarks or
registered trademarks, and are used only for identification and explanation
without intent to infringe.
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging-in-Publication Data
Names: Li, Liu (Professor of Chinese), editor. | Zhang, Dongbo,
1978– editor.
Title: Reading in Chinese as an additional language : learners’
development, instruction, and assessment / edited by Liu Li and
Dongbo Zhang.
Description: Abingdon, Oxon ; New York, NY : Routledge, 2023. |
Series: Routledge studies in Chinese as a foreign language | Includes
bibliographical references and index.
Identifiers: LCCN 2022029242 (print) | LCCN 2022029243 (ebook) |
ISBN 9780367464868 (hardback) | ISBN 9780367464875 (paperback) |
ISBN 9781003029038 (ebook)
Subjects: LCSH: Chinese language—Study and teaching—Foreign
speakers. | Chinese characters—Study and teaching. | Reading. |
Reading—Ability testing. | LCGFT: Essays.
Classification: LCC PL1065 .R43 2023 (print) | LCC PL1065 (ebook) |
DDC 495.180071—dc23/eng/20220920
LC record available at https://lccn.loc.gov/2022029242
LC ebook record available at https://lccn.loc.gov/2022029243
ISBN: 978-0-367-46486-8 (hbk)
ISBN: 978-0-367-46487-5 (pbk)
ISBN: 978-1-003-02903-8 (ebk)
DOI: 10.4324/9781003029038
Typeset in Times New Roman
by Apex CoVantage, LLC
Contents
List of figures vii
List of tables viii
List of contributors x
Acknowledgements xiv
Introduction 1
LIU LI AND DONGBO ZHANG
PART I
Acquisition of Chinese characters 11
 1  The effects of stroke-order accuracy on L2 Chinese 
character writing 13
TIANXU CHEN, BING FENG, MENGYUE WANG AND
KHANH-NGAN DOAN
 2  The more the merrier? A synthesis study of single-coded 
and dual-coded word learning in theory-driven L2 Chinese 
instruction 28
SIHUI KE AND CHIN-HSI LIN
 3  Impact of typing vs handwriting on CFL students’ character 
learning 43
LIU LI
 4  Effects of timed dictation on Chinese character writing: 
A preliminary study in beginning-level CFL learners  61
SIYAN HOU AND ATSUSHI FUKADA
vi Contents
PART II
Reading comprehension subskills and readers’ identity 87
 5  The role of character-recognition skills in shallow and deep 
reading comprehension 89
WEI-LI HSU
 6  Development of morphological awareness and its impact on 
reading among young learners of Chinese as a heritage language 111
YANHUI ZHANG, KEIKO KODA, CHIN-LUNG YANG AND CHAN LÜ
 7  Developmental interdependence between word decoding, 
vocabulary knowledge, and reading comprehension in 
young L2 readers of Chinese  132
DONGBO ZHANG AND XIAOXI SUN
 8  A tale of two less successful CSL readers: A qualitative study 
of reading difficulties and strategies used  156
SHA HUANG
 9  Literacy environment and heritage language learner’s 
literacy identity 179
LIU LI
PART III
Reading instruction and assessment 197
10  Beyond the pages of a book: A Chinese language teacher’s 
discursive behaviors of conducting guided book reading  199
ZHENG GU
11  Teaching modern Chinese literature to second-language 
Chinese students through the use of drama 217
ZIV W.N. KAN AND ELIZABETH K. Y. LOH
12  Reading assessment in Chinese as a foreign language  246
KEIKO KODA AND XIAOMENG LI
13 Validation of a Chinese online placement test 264
LIU LI
Index 281
Figures
1.1 An example on how to write “天” stroke by stroke 15
1.2 Development of learners’ stroke-order accuracy 19
1.3 Development of learners’ character-writing efficiency 19
1.4 An example on how to write the first three strokes of ‘休’ 22
4.1 Example list of key sentences 68
4.2 Example of creating TD activity on Timed Dictation Player 69
4.3 Student portal of Timed Dictation Player 69
4.4 Pause duration options 70
5.1 Example of the PS subtest 98
5.2 Example of the RS subtest 98
6.1 Means and standard deviations of the morphological awareness
subtest scores (% correct) for CHL learners 121
6.2 Comparison of means and standard deviations of the
morphological awareness subtest scores (% correct) for native
Chinese (Li et al., 2002) and CHL learners 121
6.3 Means and standard deviations of the reading comprehension
subtest scores (% correct) 124
7.1 The DVC reading skill triangle (based on Perfetti, 2010, p. 293) 133
7.2 Cross-lagged panel analysis with three-wave data 142
7.3 Cross-lagged path analysis on developmental interdependence
between word decoding, vocabulary knowledge, and reading
comprehension 142
11.1 Students analyzed and described details of the graduation
ceremony upon completion of the in-role speech activity 232
11.2 Pictures of Group A’s still images 242
11.3 Pictures of Group B’s still images 243
11.4 Pictures of Group C’s still images 244
11.5 Pictures of Group D’s still images 245
Tables
1.1 Summary of Participants’ Results (N = 62) 18
3.1 Number of Students in Each Class 50
3.2 Mean Scores for the Tests in the Previous Semester 51
3.3 Statistical Description of the Character Recognition Task for
Beginning-Level Students 52
3.4 Statistical Description of the Character Recognition Task for
Intermediate-Level Students 52
3.5 Statistical Description of the Character Production Task for
Beginning-Level Students 52
3.6 Statistical Description of the Character Production Task for
Intermediate-Level Students 53
3.7 Average Time Spent on Homework 54
3.8 Average Time Spent on Practice 54
4.1 Characteristics of Three Groups 67
4.2 Descriptive Statistics of the First Chapter Test Scores 72
4.3 Descriptive Statistics of the Timed Hanzi Test Scores 73
4.4 Participants’ Self-report on Time Spent on Learning and
Practicing Hanzi 73
4.5 Descriptive Statistics on Participants’ Perceptions
on TD/Copying 73
5.1 Average Performances 96
5.2 Intercorrelation Matrix 100
5.3 Hierarchical Regression of the Cloze Subtest 101
5.4 Hierarchical Regressions of the Passage-Comprehension Subtest 102
6.1 Background Information of the Participating Students 117
6.2 Examples of the Graphic-Morphological Tasks 118
6.3 Means and Standard Deviations (in Parentheses) of the
Character Knowledge Subtest Scores (% correct) 123
6.4 Means and Standard Deviations (in Parentheses) of the
Reading Comprehension Test Scores (% correct) for
Overlapping Passages 125
6.5 Correlations among Character Knowledge, Morphological
Awareness, Oral Language Skills, and Reading Comprehension 126
Tables ix
7.1 Descriptive Statistics, Normality Estimates, and Reliability 141
7.2 Bivariate Correlations Between Literary Measures at Three
Different Times 143
7.3 Goodness-of-Fit Indexes of Path Models Comparing Effects
Across Predictors and Times 144
7.4 Parameter Estimates of Cross-Lagged Panel Analysis Testing
Developmental Interdependence Between Measures from Time
1 to Time 2 145
7.5 Parameter Estimates of Cross-Lagged Panel Analysis Testing
Developmental Interdependence Between Measures from Time
2 to Time 3 145
8.1 Causes of Comprehension Breakdown and Their Frequencies 163
8.2 Linda’s Reading Strategies 165
8.3 Teresa’s Reading Strategies 171
10.1 Examples of Wang Laoshi’s Discursive Behavior in Shared
Book Reading 205
10.2 Episodes of Discursive Behaviors When Reading Different
Book Genres 208
11.1 Participants’ Background Information 224
11.2 Summary of the Lesson Designs 227
11.3 Summary of Students’ Still Image Captions 230
12.1 Features of Five Widely Used Chinese Textbooks 255
13.1 Pearson Product-moment Correlations Between Scores
on the Placement Test and Scores on the Midterm Exams 273
13.2 Discrimination Index of 8 Randomly Selected Items 274
13.3 Facility Value of Some Items 274
13.4 Descriptive Statistics for the Placement Test 275