scholarly journals Research on the Connotation and Teaching Strategies of Chinese Reading Teaching

2021 ◽  
Vol 2 (3) ◽  
pp. 117-119
Author(s):  
Jianwei Li ◽  
Jinfang Yang
Keyword(s):  
Teaching Strategies ◽  
Reading Skills ◽  
Chinese Reading ◽  
Language Knowledge ◽  
The Future ◽  
Solid Foundation ◽  
Reading Teaching

Chinese reading teaching is one of the important parts of reading and plays an important role in teaching. The purpose of reading teaching is not only to let students learn and master language knowledge, but also to obtain information, learn culture, develop reading skills and strategies through reading, so as to lay a solid foundation for further learning and lifelong development in the future.

scholarly journals Utilizing News Text Development in Teaching Reading: A Case at English Course for Public Relation of Universitas Bina Sarana Informatika

ELT in Focus ◽  
2019 ◽  
Vol 1 (2) ◽  
pp. 69-74
Author(s):  
Mursyid Kasmir Naserly ◽  
Yousef Bani Ahmad
Keyword(s):  
Public Relations ◽  
Reading Skills ◽  
Public Relation ◽  
Teaching Reading ◽  
The Future ◽  
Reading Teaching ◽  
Reading Texts

In this study the researchers sought to develop a pattern of reading teaching in the English for Public Relations course. The development of the pattern researchers realized in the reading exercise pattern using news text media. This certainly will arouse the curiosity of the participants, compared to the pattern of practice materializing formal texts or even reading texts with old themes. The use of news texts that are more casual in nature certainly can be used as a benchmark for students' reading skills, especially in honing the scanning and skimming skills they have learned before. How fast the participants in reading and understanding the meaning they read is the target of success that the researchers saw, so that in the future researchers can find other ways to apply the method of scanning and skimming with other text media.

scholarly journals The Contributions of Language Skills and Comprehension Monitoring to Chinese Reading Comprehension: A Longitudinal Investigation

2021 ◽  
Vol 12 ◽  
Author(s):  
Aiping Zhao ◽  
Ying Guo ◽  
Shuyan Sun ◽  
Mark H. C. Lai ◽  
Allison Breit ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Language Skills ◽  
Orthographic Knowledge ◽  
Comprehension Monitoring ◽  
Chinese Reading ◽  
Syntactic Knowledge ◽  
Comprehension Skills ◽  
Grade 3 ◽  
Reading Comprehension Skills

This study examined how vocabulary, syntactic knowledge, and orthographic knowledge are related to comprehension monitoring and whether comprehension monitoring mediates the relations between these language skills and reading comprehension. Eighty-nine Chinese children were assessed on their vocabulary, syntactic knowledge, orthographic knowledge, and comprehension monitoring in Grade 1. Their reading comprehension skills were assessed in Grade 1 and Grade 3. Results showed that in Grade 1, comprehension monitoring mediated the relations between vocabulary and syntactic knowledge and reading comprehension. For Grade 3 reading comprehension, syntactic knowledge in Grade 1 was the only significant predictor. These findings indicate that multiple language skills make direct and indirect contributions via comprehension monitoring to Chinese reading comprehension, and the relations would change as children’s reading skills develop.

Electronic Strategies to Improve Chinese Reading Skills

2011 ◽  
pp. 237-252 ◽  
Author(s):  
Jing Wang
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Reading Process ◽  
Chinese Reading ◽  
Vocabulary Retention ◽  
Intermediate Students ◽  
Good Practices ◽  
Study Results ◽  
Intermediate Learners

This chapter introduces a series of studies carried out with intermediate learners of Chinese regarding the reading of authentic e-materials with hyperlinked dictionaries. The study results indicate that it is practical to let intermediate students read authentic e-materials when aided by hyperlinked dictionaries, which can improve reading comprehension and vocabulary retention. Guided by the findings from these studies, good practices on how to use authentic e-materials and hyperlinked dictionaries to improve reading skills for intermediate students are introduced. It is recommended that in order to achieve optimal results when using technology, instructors need to employ systematic strategies to support and guide students in the reading process.

The Future of Composition Studies

2021 ◽  
pp. 200-215
Author(s):  
Olubukola Salako
Keyword(s):  
Teaching Strategies ◽  
Composition Studies ◽  
Writing Skills ◽  
Writing Classroom ◽  
Traditional Methods ◽  
Teaching Pedagogy ◽  
The Future ◽  
Teaching Of Writing

One of the hardest battles that composition practitioners encounter within the writing classroom is dealing with students' poor writing skills. Traditional methods that only engage students to produce work that does not make use of the students' faculties, only propel students to continue to create work that is unsatisfactory. Currently, as composition practitioners continue to look for teaching strategies that can help their students become better writers, they often believe that reading, speaking, and listening cannot facilitate the teaching of writing. Because of the historical views that have defined the composition field, the discipline does not allow any other paradigms to redefine or shape how writing is taught. What is needed to combat such problematic teaching pedagogy is the institution of other methods that incorporates the use of writing, listening, reading, and speaking to teach students how to become better writers.

scholarly journals A Linguistic Integrative Model for Enhancing College Students’ English Reading Competence

2016 ◽  
Vol 6 (4) ◽  
pp. 60 ◽  
Author(s):  
Magda Madkour
Keyword(s):  
College Students ◽  
Reading Comprehension ◽  
Teaching Strategies ◽  
Reading Skills ◽  
Integrative Model ◽  
Second Phase ◽  
Traditional Teaching ◽  
Teaching Approaches ◽  
Reading Competence ◽  
English Reading

<p>This quantitative correlational research focused on investigating the relationship between linguistic technology-based integrative teaching approaches and college students’ reading competence. The study occurred in five phases. The first phase involved observing four reading classes to collect data on teachers’ teaching methodologies. The second phase was based on identifying the problems that affect students’ English reading performance. The researcher selected a random sample of 100 female freshmen students from the College of Languages and Translation at Al-Imam Mohamed Ibn Saud Islamic University (IMAMU Univ.), Riyadh, Saudi Arabia. The participants responded to a Likert questionnaire regarding their reading problems and strategies. In the third phase, the participants took a reading comprehension exam to determine their exact reading levels. The preliminary data showed the presence of a high degree at the scale of difficulties that students faced in reading comprehension. Students had problems in loud and silent reading, reading speed, and critical and inferential reading, which reflected students’ weak reading skills. The study also pointed to the ineffective traditional teaching strategies as the main cause of this problem. Traditional teaching strategies which depend on general lectures and explaining the mechanical structure of the reading passages did not help students use their cognitive abilities to improve their reading comprehension. The fourth phase of the present study required selecting an experimental group of 35students from the same sample to be taught using the linguistic integrative model for five weeks. At the end of the fifth week, a reading comprehension exam was given to the group to determine the impact of the new teaching methodology on students’ reading competence. The comprehension test was adopted from ACCUPLACER, an integrated computer-assessment designed to evaluate students’ reading skills. The test is designed by Board College in USA, which is a specialized agency in college students’ exams, and it offers diagnostics and intervention support to help students prepare for academic course work. The reading exam covers six skills, including: understanding the text’s purpose and tone; identifying the central ideas; recognizing supporting details; understanding sentences and vocabulary relationships; distinguishing illustration, comparison and contrast, and cause and effect relationships; and understanding inferential meanings. The data analysis showed a significant difference in favor of students who used the linguistic integrative model, indicating the positive impact of technology-based teaching approaches on students’ proficiency in reading. Based on the results of this study, the researcher made the following recommendations: integrate educational technology into teaching the reading courses at the college; provide professional programs for teachers to train them to use the linguistic integrative approaches; and provide linguistic laboratories that are equipped with modern technologies, including reading software, to intensify students’ reading practices. The significance of this study is that it is a contribution in the field of teaching English as a foreign language in general, and reading in particular since it provides a new model that integrates the technology of hypertexts, e-learning, and data mining analysis into a number of linguistic theories including schema theory, the information processing theory, and Krashen’s (1981; 1995) language theory. Providing teachers with training pertinent to the integration of technology into teaching is an important step towards implementing cognitive and metacognitive teaching methods, which will reinforce the efforts of the College of Languages and Translation towards achieving international accreditation.</p>

scholarly journals Creating a Solid Foundation for the Future

2019 ◽  
Vol 35 (1) ◽  
pp. 6-6
Author(s):  
Helge Seetzen
Keyword(s):  
The Future ◽  
Solid Foundation

scholarly journals A Comparative Analysis of English and Chinese Reading: Phonetics, Vocabulary and Grammar

2020 ◽  
pp. 255-281
Author(s):  
Alla Mykhailivna Bogush ◽  
Tetiana Mykhailivna Korolova ◽  
Oleksandra Volodymyrivna Popova
Keyword(s):  
Reading Skills ◽  
Total Sample ◽  
Chinese Reading ◽  
Native Languages ◽  
Authentic Texts ◽  
Parts Of Speech ◽  
Linguistic Differences ◽  
Chinese Texts ◽  
Reading Activities

The article covers the issues related to the development of reading skills of the students majoring/minoring in English and Chinese (as non-native languages). In the backdrop of linguistic differences between English and Chinese, this action research was conducted to investigate the components of the reading skills, which are to be developed within the Bachelor programs. The primary purpose of the article is to analyze the methodological background for teaching Ukrainian students to perceive information from authentic texts. The methods of induction and deduction enabled us to analyze and generalize the theoretical bases for the investigated topic, to systemize the results of the study (the reading tactics and strategies, classification of reading activities). The study was based on focused observation using the register as a tool for data collecting for two semesters each in three groups of third-year students at Ushynsky University. The total sample size was 54. The article presents an analysis of difficulties in reading English and Chinese texts: 1) phonological level – differences in sound pronunciation (English: /T/, /D/ /w/, /N/, /x/, etc.; Chinese: the alveolo-palatal consonants j, q, x; affricates zh, z; consonant r, etc.), the phonetic phenomena (English: nasal plosion, lateral plosion, loss of plosion, assimilation, reduction/elision, etc.; Chinese: tone, erization); 2) lexical level – conversion (in English) and transposition (in Chinese), homonymy, polysemy; 3) grammatical level – the division of lexicon into parts of speech, different word order in English and Chinese sentences, (non)segmentation of English and Chinese syntagms/clauses/compound sentences, use of tenses, etc. The article contains some recommendations for English and Chinese reading classrooms.

scholarly journals Początki ruchu demokratycznego w Chińskiej Republice Ludowej (1976-1981)

2018 ◽  
pp. 141-153
Author(s):  
Jakub Bartolik
Keyword(s):  
Free Speech ◽  
Prime Minister ◽  
Democratic Movement ◽  
The Future ◽  
Solid Foundation

China is an emerging superpower. Its economical strength contrasts the lack of free speech and other liberties crucial for a prosperous economy. The democratic opposition is almost in its demise and society has little interest in politics. However, it hasn’t always been like that. This paper shows how the democratic movement emerged and it has developed since the mourning over the death of prime minister Zhou Enlai in 1976 during the Qing Ming, or the Tomb Sweeping festival. It also focuses on the intellectual turmoil of the Wall of Democracy in 1978, where some of the most important dissidents were published. This Chinese Hyde Park was officially closed in 1979 as the wave of repressions hit the dissidents. That event became a solid foundation for the future democratic opposition.

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