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Constructing a Web-based Reading Curriculum for Second-Year Chinese Students |
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Abstract:
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This presentation describes a project which aims to develop a web-based reading program for second year Chinese learners. The problem and rationales, and detailed description of this project were provided, followed by the procedure for developing the program. The positive impact on students was also discussed. |
Most Common Document Word Stems:
student (16), read (10), charact (7), base (6), chines (6), learn (6), text (6), web (5), materi (5), web-bas (5), word (4), learner (4), cours (4), onlin (4), easili (4), use (4), step (3), pronunci (3), comput (3), tool (3), languag (3), |
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Association:
Name: ACTFL Annual Convention and World Languages Expo
URL: http://www.actfl.org
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Citation:
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MLA Citation:
| Wang, Daliang. "Constructing a Web-based Reading Curriculum for Second-Year Chinese Students" Paper presented at the annual meeting of the ACTFL Annual Convention and World Languages Expo, Disney Swan and Dolphin Hotels, Orlando, Florida, Nov 21, 2008 <Not Available>. 2011-06-07 <http://www.allacademic.com/meta/p238802_index.html> |
APA Citation:
| Wang, D. , 2008-11-21 "Constructing a Web-based Reading Curriculum for Second-Year Chinese Students" Paper presented at the annual meeting of the ACTFL Annual Convention and World Languages Expo, Disney Swan and Dolphin Hotels, Orlando, Florida Online <PDF>. 2011-06-07 from http://www.allacademic.com/meta/p238802_index.html |
Publication Type: CLTA Paper
Abstract: This presentation describes a project which aims to develop a web-based reading program for second year Chinese learners. The problem and rationales, and detailed description of this project were provided, followed by the procedure for developing the program. The positive impact on students was also discussed. |
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| Document Type: |
PDF |
| Page count: |
2 |
| Word count: |
491 |
| Text sample: |
| Constructing a Web-based Reading Curriculum for Second-Year Chinese Students The Project English-speaking learners find it difficult to comprehend texts in Chinese because of some unique features of Chinese: Chinese characters are independent from the pronunciations; using a Chinese dictionary requires much knowledge about characters already; there are no spaces between characters and the characters which make up multi- syllable words are not grouped together. A computer-assisted web-based curriculum provides learners with powerful language-learning tools and resources which greatly facilitate |
| offered an optimal environment for learning and had positive impact on students. For example students focused more on reading comprehension and spent much less time looking words up in a traditional dictionary. In addition students were more interested in reading materials as they had the initiative to choose their own reading materials. With easy access to class contents students were more active learners as they were able to learn at their own pace. The step-by-step instruction enabled by technology |
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