Learning to Read Authentic Texts in Chinese as a Foreign Language: An Action Research-Based Investigation of a New Approach towards Raising Students’ Awareness of Literary Function Words

Altrichter, Herbert and Peter Posch. 2007. Lehrerinnen und Lehrer erforschen ihren Unterricht. Unterrichtsentwicklung und Unterrichtsevaluation durch Aktionsforschung. Bad Heilbrunn: Klinkhardt.Search in Google Scholar

Anderson, John R. 2000. Learning and Memory: An Integrated Approach. New York: Wiley Blackwell.Search in Google Scholar

Baddeley, Alan. 2003. “Working Memory and Language: An Overview.” Journal of Communication Disorders, 36 (3), pp. 189-208.10.1016/S0021-9924(03)00019-4Search in Google Scholar

Bazant-Kimmel, Christina. 2017. “Chinesische Texte lesen lernen: Aktionsforschend begleitete Entwicklung und Erprobung eines didaktischen Konzepts zur Schriftsprachlichkeit chinesischer Gebrauchstexte.” Ph.D. thesis, University of Vienna, Austria. Online: http://othes.univie.ac.at/49498/1/50640.pdf (accessed: September 2018).Search in Google Scholar

Bernhardt, Elizabeth Buchter. 1991. Reading Development in a Second Language: Theoretical, Empirical, and Classroom Perspectives. Norwood: Ablex Pub. Corp.Search in Google Scholar

Bernhardt, Elizabeth. 2005. “Progress and Procrastination in Second Language Reading.” Annual Review of Applied Linguistics, 25, pp. 133-150.10.1017/S0267190505000073Search in Google Scholar

Bimmel, Peter. 2002. “Strategisch lesen lernen in der Fremdsprache.” ZFF - Zeitschrift für Fremdsprachenforschung, 13 (1), pp. 113-141.Search in Google Scholar

Buttaroni, Susanna. 1997. Fremdsprachenwachstum. Sprachenpsychologischer Hintergrund und didaktische Anleitungen. Ismaning: Hueber.Search in Google Scholar

Butzkamm, Wolfgang and John A. W. Caldwell. 2009. The Bilingual Reform: A Paradigm Shift in Foreign Language Teaching. Tübingen: Narr.10.1515/9783484431225.152Search in Google Scholar

CEFR see Council of EuropeSearch in Google Scholar

Chéng Lù 程璐.2012. “Shì lùn duìwaì Hànyǔ jiàoxué zhōng de shūmiànyǔ jiàoxué 试论对外汉语 教学中的书面语教学 [Teaching the Literary Style in Chinese as a Foreign Language].” Běifāng Wénxué Zázhìwǎng 北方文学杂志网. Online: http://www.bfwx.org/a/jiaoyu/jx/2012/0808/1939.html (accessed: September 2018).Search in Google Scholar

Council of Europe. 2001. The Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: Cambridge University Press. Online: https://rm.coe.int/168045b15e (accessed: September 2018)Search in Google Scholar

DeFrancis, John. 1966. “Why Johnny Can’t Read Chinese.” Journal of the Chinese Language Teaching Association, 1, pp. 1-20.Search in Google Scholar

EBCL European Benchmarks for the Chinese Language. 2012. Online: http://ebcl.eu.com/wpcontent/uploads/2013/02/EBCL-A1-A2+-Can-do-Statements-Oct-2012.pdf (accessed: September 2018).Search in Google Scholar

Everson, Michael E. 2007. “Yǐ Zhōngwén wéi wàiyǔ de yǔyán xuéxí zhě Zhōngwén zìxíng rènzhī fāzhǎn yánjiū suǒ dàilái de qǐshì 以中文为外语的语言学习者中文字形认知发展研究所带来 的启示 [Developing Orthographic Awareness among CFL Learners: What the Research Tells us].” In Andreas Guder, Jiāng Xīn 江新 and Wàn Yèxīn 万业馨, eds., Hànzì de rènzhī yǔ jiàoxué 汉字的认知与教学 [The Cognition, Learning and Teaching of Chinese Characters]. Běijīng 北京: Běijīng Yǔyán Dàxué Chūbǎnshè 北京语言大学出版社, pp. 33-50.Search in Google Scholar

Fachverband Chinesisch e.V. (FaCh). 2016. “Déyǔ qū Hànyǔ jiàoxué xiéhuì 2016 nián duì gāo děng xuéxiào Zhōngguó xiāngguān xuékē xuéshì/shuòshì xuéwèi Hànyǔ jiàoxué de Láibǐxī 德语区汉语 教学协会2016 年对高等学校中国相关学科学士/硕士学位汉语教学的莱比锡建议 [Leipzig Recommendations of the Fachverband Chinesisch 2016 on Chinese teaching in the Context of China-oriented B.A. and M.A. Degree Programmes].” CHUN Chinesischunterricht, 31, pp. 63-66.Search in Google Scholar

Féng, Shènglì 冯胜利.2006. “Lùn Hànyǔ shūmiànyǔ zhèngshì yǔtǐ de tèzhēng yǔ jiàoxué 论汉语书 面正式语体的特征与教学 [About the Characteristics and the Teaching of the Literary Style in Chinese].” Shìjiè Hànyǔ Jiàoxué 世界汉语教学 [Chinese teaching in the world], 4, pp. 98-106.Search in Google Scholar

Feng, Shengli. 2009. “On Modern Written Chinese.” Journal of Chinese Linguistics, 37 (1), pp. 145-162.Search in Google Scholar

Féng, Shènglì 冯胜利 and Yán Líng 阎玲. 2013. “Lùn yǔtǐ yǔfǎ yǔ jiàocái biānxiě 论语体语法与 教材编写 [The Grammar of Different Registers and their Consideration in the Conception of Textbooks].” Journal of the Chinese Language Teaching Association, 48 (1), pp. 1-27.Search in Google Scholar

Gernsbacher, Morton Ann. 1997. “Two Decades of Structure Building.” Discourse Processes, 23 (3), pp. 265-304.10.1080/01638539709544994Search in Google Scholar

Grabe, William. 2009. Reading in a Second Language: Moving from Theory to Practice. Cambridge: Cambridge University Press.10.1017/CBO9781139150484Search in Google Scholar

Grabe, William and Fredricka L. Stoller. 2011. Teaching and Researching Reading. Harlow: Longman/Pearson.10.1002/9781405198431.wbeal1174Search in Google Scholar

Guder, Andreas. 2005. “Kann man das überhaupt lernen? Zur Vermittlung von Chinesisch als distanter Fremdsprache.” Lebende Sprachen, 2, pp. 61-68.10.1515/LES.2005.61Search in Google Scholar

Guder, Andreas. 2006. “Jenseits der affinen Fremdsprachen: Dimensionen des Lehrens und Lernens von Chinesisch.“ Neusprachliche Mitteilungen aus Wissenschaft und Praxis, 2, pp. 16-25.Search in Google Scholar

Guder, Andreas. 2008. “Was sind distante Fremdsprachen? Ein Definitionsversuch am Beispiel des Chinesischen.” In Eva Burwitz-Melzer, ed., Sprachen lernen - Menschen bilden. Dokumentation zum 22. Kongress für Fremdsprachendidaktik der Deutschen Gesellschaft für Fremdsprachenforschung (DGFF), Giessen, 3. - 6. Oktober 2007. Baltmannsweiler: Schneider-Verl. Hohengehren, pp. 69-78.Search in Google Scholar

Harley, Trevor A. 2006. The Psychology of Language: From Data to Theory. Hove: Psychology Press Ltd.Search in Google Scholar

Koch, Peter and Wulf Österreicher. 1985. “Sprache der Nähe - Sprache der Distanz. Mündlichkeit und Schriftlichkeit im Spannungsfeld von Sprachtheorie und Sprachgeschichte.” Romanistisches Jahrbuch, 36, pp. 15-43.10.1515/9783110244922.15Search in Google Scholar

Koda, Keiko. 2005. Insights into Second Language Reading: A Cross-Linguistic Approach. Cambridge: Cambridge University Press.10.1017/CBO9781139524841Search in Google Scholar

Koda, Keiko. 2007. “Reading and Language Learning: Crosslinguistic Constraints on Second Language Reading Development.” Language Learning, 57 (1), pp. 1-44.10.1111/0023-8333.101997010-i1Search in Google Scholar

Krames, Marion. 2015. “Leseverstehen und lexikalische Kompetenz in Chinesisch als Fremdsprache (ChaF). Auswertung psycholinguistischer Untersuchungen im Hinblick auf die Lese- und Wortschatzdidaktik in ChaF.” Ph.D. thesis, University of Trier, Germany. Online: http://ubt.opus.hbz-nrw.de/volltexte/2015/936/ (accessed: September 2018)Search in Google Scholar

Kupfer, Peter. 2007. “Eloquent but Blind: The Problem of Reading Proficiency in Chinese as a Foreign Language.” In Andreas Guder, Jiāng Xīn 江新 and Wàn Yèxīn 万业馨, eds., Hànzì de rènzhī yǔ jiàoxué 汉字的认知与教学 [The Cognition, Learning and Teaching of Chinese Characters]. Běijīng 北京: Běijīng Yǔyán Dàxué Chūbǎnshè 北京语言大学出版社, pp. 1-15.Search in Google Scholar

Mayring, Philipp. 2010. Qualitative Inhaltsanalyse. Grundlagen und Techniken. Weinheim: Beltz Pädagogik.10.1007/978-3-531-92052-8_42Search in Google Scholar

McNiff, Jean and Jack Whitehead. 2011. All you Need to Know About Action Research. Los Angeles: Sage.10.4324/9780203462393Search in Google Scholar

Pearson, P. David and Linda G. Fielding. 1991. “Comprehension Instruction.” In Rebecca Barr, Michael L. Kamil, Peter B. Mosenthal, and P. David Pearson, eds., Handbook of Reading Research, vol. 2. New York: Longman, pp. 815-860.Search in Google Scholar

Pressley, Michael. 2006. Reading Instruction that Works: The Case for Balanced Teaching. New York: Guilford Press.Search in Google Scholar

Reininger, Doris. 2010. “Durch Daten zu Taten. Datensammlung und Datenanalyse bei der Aktionsforschung im Unterricht: Anmerkungen, Vorschläge, Beispiele.” In Klaus-Börge Boeckmann, Elisabeth Feigl-Bogenreiter, and Doris Reininger-Stressler, eds., Forschendes Lehren. Aktionsforschung im Fremdsprachenunterricht. Wien: VÖV (Verband Österreichischer Volkshochschulen) Edition Sprachen 4, pp. 13-18.Search in Google Scholar

Rosner, Erhard. 1992. Schriftsprache. Studien zur Diglossie des modernen Chinesisch. Bochum: Brockmeyer.Search in Google Scholar

Seliger, Herbert W. and Elana Shohamy. 1989. Second Language Research Methods. Oxford: Oxford University Press.Search in Google Scholar

Stanovich, Keith E. 2000. Progress in Understanding Reading: Scientific Foundations and New Frontiers. New York: Guilford Press.Search in Google Scholar

Sūn, Déjīn 孙德金. 2012. Xiàndài shūmiàn Hànyǔ zhōng de wényán yǔfǎ chéngfèn yánjiū 现代书面 汉语中的文言语法成分 [Research on Literary Function Words in Modern Chinese Literary Language]. Běijīng 北京: Shāngwù Yìnshūguǎn 商务印书馆.Search in Google Scholar

Wallace, Michael J. 2008. Action Research for Language Teachers. Cambridge: Cambridge University Press.Search in Google Scholar

Wáng, Yǐng 王颖. 2003. “‘Shūmiànyǔ’ hé ‘kǒuyǔ’ de yǔtǐ chābié yǔ duìwài Hànyǔ jiàoxué 书面 语”和“口语”的语体差别与对外汉语教学 [The Differences Between the Literary and Colloquial Style and Its Implications for ChaF Lessons].” Journal of the Chinese Language Teaching Association, 38 (3), pp. 91-102.Search in Google Scholar

Zhāng, Jīnlán 張金蘭. 2012. Duìwài Huáyǔwén jiàoxué zhōng de shūmiànyǔ jiàoxué - yǐ Táiwān Huáyǔwén jiàocái wéi zhǔ suǒ zuò de tàntǎo 對外華語文教學中的書面語教學-以台灣華語文 教材爲主所做的探討 [The Teaching of the Written Language Style - an Investigation of Tai wanese ChaF Teaching Materials]. Taiwan: Guólì Zhèngzhì Dàxué Huáyǔwén Zhōngxīn 國力 政治大學華語文中心. Online: http://www.doc88.com/p-4814704476876.html (accessed: September 2018).Search in Google Scholar