An Instructional Model for Using Authentic Texts in L2 Chinese Reading Classrooms

Abstract

For second language (L2) learners of Chinese who are native speakers of alphabetic languages, it is common that even after years of learning, reading discourse-length authentic Chinese texts (e.g., newspaper articles and novels) is still an intimidating, laborious, and frustrating task. Two factors, among others, contribute to this problem. One is the predominant use of pedagogical texts (readings that have been written specifically for L2 learners, often a poor representation of real-life language use) in lower-level instruction. The other is the lack of systematic attention to the development of students’ reading skills in intermediate-level instruction. As a result, L2 Chinese learners do not accumulate sufficient experience in reading authentic texts or develop necessary reading strategies to interact with these types of texts. Consequently, they are ill prepared for upper-level Chinese courses and, more important, for real-life reading tasks. To bridge the gap between classroom reading and real-life reading, this dissertation proposes a theory-guided and research-based instructional model for using discourse-length authentic texts in intermediate-level L2 Chinese classrooms.
The model consists of three interactive components: (1) text selection and modification; (2) progressive reading and reading strategy instruction; and (3) reading progress assessments. Detailed criteria, methods, and steps are proposed for each component. To investigate the impact of the model on learners’ reading processes and comprehension, as well as to explore learners’ perceptions of the model, I implemented the model through eight reading sessions with 14 second-year university L2 Chinese learners. Data were collected from small-group interviews, surveys, reading assessments (including reading tests, self-evaluations, and reading journals), and teaching reflective journals.
Based on the analysis of data from these sources, I found that with instruction aligned with the model, the students developed real-life reading skills. They were able not only to understand and connect to these texts, but also to perceive how language is used in real-life communication. Students also learned to apply multiple reading strategies to facilitate their comprehension of authentic texts on a variety of topics. They not only learned new reading strategies that direct their attention to sentential and discourse-level understanding, but also gradually developed the habit of applying multiple reading strategies while reading. These findings suggest that the systematic scaffolding provided by the model facilitated the learners’ understanding of the authentic texts through effectively mediating the interaction between the learners and those texts.
Students’ perceptions of the model were positive: They considered the instruction interesting, stimulating, and helpful. In particular, they spoke highly of reading strategy instruction and group reading. The process of reading and discussing in small groups promoted knowledge sharing and reduced students’ reading stress. Nevertheless, some students occasionally suffered from peer pressure when there were disparities in the reading proficiency of the group members. Although few students did the after-class independent reading, those who completed it consistently enjoyed it and acknowledged the usefulness of the reading guidelines.
The model proposed in the study provides a systematic and practical guidance for L2 Chinese instructors to teach reading at the post-secondary intermediate level using discourse- length authentic texts. It contributes to bridging the gap between classroom L2 Chinese reading and reading in real-life contexts.