通過「閱讀促進寫作」教學法提升華語文學習者的閱讀與寫作能力

Enhancing Chinese-as-foreign-language Learners’ L2 Reading and Writing Outcomes through “Reading to Learn, Learning to Write” Pedagogy

許多第二語言學習者在二語閱讀及寫作方面倍感困難，教師在教學當中也缺少有效的教學法或相應的教學支援。此研究通過實證研究將「閱讀促進寫作」教學法應用於課堂實踐當中，研究參與者包括59位華語文學習者。研究結果顯示實驗組學生（32位）比對照組學生（27位）有更顯著的進步，實驗組不止在各個閱讀理解層次都較對照組有更好的表現，在基於系統功能語言學發展出的寫作評估標準當中也顯著優於對照組，證實此教學法能有效提升華語文學習者的閱讀與寫作能力。此研究也進一步探討了二語教學當中的難題並提出相應的教學建議，包括發展學生的詞彙解碼能力及高階閱讀理解技能；教授關於特定文類的寫作目的、文步與結構、情景語境、語言表述等方面的知識。

Many second language learners have difficulties in L2 reading and writing while teachers feel challenged without effective pedagogy or relevant teaching support. Therefore this study conducted an empirical research to apply the genre pedagogy 'Reading to Learn, Learning to Write' (RLLW) in teaching practice, and examined its effect on Chinese-as-foreign-language (CSL) learners' L2 reading and writing outcomes. This study involved 59 CSL learners from the treatment group (N = 32) and the control group (N = 27). The research findings showed that students who received the treatment significantly improved their reading and writing outcomes and outperformed the students in the control group. While the treatment group outperformed in post-test from all 4 aspects of reading comprehension, especially for decoding and inferential level; it also outperformed the control group in all 3 categories of writing assessment criteria developed based on Systemic Functional Linguistics. This research also discussed the difficulties in L2 learning and suggested further teaching instruction in reading and writing, included the decoding and higher-order comprehension skills; input and knowledge about genre features such as writing purpose, staging and structure, context of situation such as writer-reader relation and form of text, discourse and linguistic resources commonly used in certain text type.