A Case study: Comparing reading strategies of advanced CFL learners on different genres and media of text

This paper reports findings from a case study that investigated the Chinese reading strategies of English speaking learners of Chinese as a Foreign Language (CFL). We focused on CFL learners’ reading of different genres in two different formats, paper-based format and computer-based hypertext format (henceforth hypertext format). Since Chinese characters are categorized in deep orthography, which means individual symbols (which are associated with the meaning and the sound of an entire word or morpheme) are not apparent compared to languages such as English (Koda 1999). For this reason, English speaking CFL learners often experience difficulties when they read Chinese text until they develop metalinguistic awareness in Chinese. Therefore, scholars have focused on lower-level Chinese reading processes, the recognition of Chinese characters (Koda (1996), Hayes (1987a and 1987b) and Everson and Sergent (1992)). However, researchers of Chinese also need to understand different uses of CLF learner’s reading strategies in higher-level Chinese reading (e.g., different uses of reading strategies depending on genres). Despite the increasing number of advanced CFL learners in Chinese reading class, only a few higher-level Chinese reading studies are available (Hayden 2004, Everson and Ke 1997). Furthermore, the reading materials for their researches are based on one genre, i.e., newspaper or textbook, and one format of text, i.e., paper based text or hypertext. Current CFL learners read and require reading online sources for their advanced Chinese classes. For example, many CFL learners have been using hypertexts, such as online and hypertext-based glossaries and dictionaries. No study is currently available that focuses on their frequent use of various genres of Chinese hypertext. Therefore, it will be worthwhile to study the different reading processes of CFL learners when they read Chinese text in different formats. The goal of this paper is to find general patterns of CFL learner’s different reading strategies in relation to genres and text formats (paper based text and hypertext). This paper will answer two following questions: 1) Do different genres of reading trigger CFL learners to use different strategies? 2) Do CFL learners use different reading strategies based on the format of texts? In order to answer both questions, this paper utilizes four different genres of reading; namely, traditional Chinese literature, modern Chinese literature, informational reading (textbook and newspapers), and advertisement in text and hypertext formats.