Classical Chinese reading instruction: Current practices and their relationship with students' strategy use and reading motivation |
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| Institution: | 1. Institute for Educational Quality Improvement (IQB), Humboldt-Universität zu Berlin, Unter den Linden 6, D-10099 Berlin, Germany;2. German Institute for International Educational Research (DIPF), Schloßstraße 29, D-60486 Frankfurt am Main, Germany;3. Institute for Psychology, Faculty of Mathematics and Natural Sciences II, Humboldt-Universität zu Berlin, Unter den Linden 6, D-10099 Berlin, Germany;1. Department of Mathematics, University of Southern California, Los Angeles, CA 90089, USA;2. Department of Mathematics and Statistics, California State University, Long Beach, CA 90840-1001, USA;1. Graduate School of Economics, The University of Tokyo, Japan;2. Faculty of Political Science and Economics, Waseda University, Japan;3. Japan Society of the Promotion of Science, Japan;4. Recruit Works Institute, Japan |
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| Abstract: | The study examined current practices in Classical Chinese (CC) reading instruction in Hong Kong and the relationship between different instructional practices and students' strategy use and motivation in CC reading. A total of 519 secondary students voluntarily responded to a questionnaire that measured their perception of CC reading instruction, strategy use, and motivation. The findings indicate while teachers frequently teach both the language and content aspects of CC reading, the teacher-centered approach they are now adopting is ineffective in facilitating students' CC reading development. Relations between different instructional approaches and students’ strategy use and motivation in CC reading are discussed. |
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| Keywords: | Classical Chinese Reading instruction Reading strategy Reading motivation |
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