Investigating chinese language learners’ reading comprehension for different meaning types

The Chinese government has published an official guide specifying the aims for reading in Chinese and the expected comprehension levels for different proficiency learners, with regard to teaching and learning Chinese as a second or foreign language. However, due to lack of teacher training for its i...

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Main Authors:	Mi, Soon Kim, Hyun, Jung Kim
Format:	Article
Language:	English
Published:	Penerbit UKM 2014
Online Access:	http://journalarticle.ukm.my/7001/ http://journalarticle.ukm.my/7001/ http://journalarticle.ukm.my/7001/1/3423-13529-1-PB.pdf

id	ukm-7001
recordtype	eprints
spelling	ukm-70012016-12-14T06:42:49Z http://journalarticle.ukm.my/7001/ Investigating chinese language learners’ reading comprehension for different meaning types Mi, Soon Kim Hyun, Jung Kim The Chinese government has published an official guide specifying the aims for reading in Chinese and the expected comprehension levels for different proficiency learners, with regard to teaching and learning Chinese as a second or foreign language. However, due to lack of teacher training for its implementation, this guide has rarely been used for teaching reading to Chinese language learners and has rarely been used for evaluating their reading ability. Therefore, it appears that teaching and assessing reading comprehension have not been based on a theoretical background of reading ability. The purpose of this study is twofold: (1) to provide validity evidence of a Chinese reading test developed based on a theoretical model of reading ability; and (2) to examine reading test performance of Chinese learners with various reading ability levels. For the purpose of this study, reading ability was defined based on a meaning-based model that included three layers of reading comprehension: literal, intended, and implied meanings of a reading text. A total of 248 Korean university students were divided into three levels, and their test performances were analyzed and compared for the three meaning types using structural equation modeling and regression analysis. The results suggest that the test performance structure represented the meaning-based model in general, thereby providing validity evidence of the test. Further analyses revealed that the three groups differed from one another with respect to their understanding of literal, intended, and implied meanings. The findings provide pedagogical implications for teaching Chinese language learners with different reading proficiency levels. Penerbit UKM 2014-02 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/7001/1/3423-13529-1-PB.pdf Mi, Soon Kim and Hyun, Jung Kim (2014) Investigating chinese language learners’ reading comprehension for different meaning types. GEMA: Online Journal of Language Studies, 14 (1). pp. 77-100. ISSN 1675-8021 http://ejournal.ukm.my/gema/index
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
language	English
description	The Chinese government has published an official guide specifying the aims for reading in Chinese and the expected comprehension levels for different proficiency learners, with regard to teaching and learning Chinese as a second or foreign language. However, due to lack of teacher training for its implementation, this guide has rarely been used for teaching reading to Chinese language learners and has rarely been used for evaluating their reading ability. Therefore, it appears that teaching and assessing reading comprehension have not been based on a theoretical background of reading ability. The purpose of this study is twofold: (1) to provide validity evidence of a Chinese reading test developed based on a theoretical model of reading ability; and (2) to examine reading test performance of Chinese learners with various reading ability levels. For the purpose of this study, reading ability was defined based on a meaning-based model that included three layers of reading comprehension: literal, intended, and implied meanings of a reading text. A total of 248 Korean university students were divided into three levels, and their test performances were analyzed and compared for the three meaning types using structural equation modeling and regression analysis. The results suggest that the test performance structure represented the meaning-based model in general, thereby providing validity evidence of the test. Further analyses revealed that the three groups differed from one another with respect to their understanding of literal, intended, and implied meanings. The findings provide pedagogical implications for teaching Chinese language learners with different reading proficiency levels.
format	Article
author	Mi, Soon Kim Hyun, Jung Kim
spellingShingle	Mi, Soon Kim Hyun, Jung Kim Investigating chinese language learners’ reading comprehension for different meaning types
author_facet	Mi, Soon Kim Hyun, Jung Kim
author_sort	Mi, Soon Kim
title	Investigating chinese language learners’ reading comprehension for different meaning types
title_short	Investigating chinese language learners’ reading comprehension for different meaning types
title_full	Investigating chinese language learners’ reading comprehension for different meaning types
title_fullStr	Investigating chinese language learners’ reading comprehension for different meaning types
title_full_unstemmed	Investigating chinese language learners’ reading comprehension for different meaning types
title_sort	investigating chinese language learners’ reading comprehension for different meaning types
publisher	Penerbit UKM
publishDate	2014
url	http://journalarticle.ukm.my/7001/ http://journalarticle.ukm.my/7001/ http://journalarticle.ukm.my/7001/1/3423-13529-1-PB.pdf
first_indexed	2023-09-18T19:48:28Z
last_indexed	2023-09-18T19:48:28Z
_version_	1777406059487428608

Investigating chinese language learners’ reading comprehension for different meaning types

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