NTPRS 2016

This presentation suggests several practical teaching techniques for building Chinese literacy based on Stephen Krashen’s “Comprehensible Input” Hypothesis. It is not necessarily true that a student learn to read Chinese from knowing individual characters, nor does a student have to have radical knowledge as a beginner of Chinese reading. It is essential, however, that students are able to identify words and phrases or segments of a sentence as opposed to recognizing characters and knowing radicals. In order to help students build the skills of words identification as well as sentence segmentation, it is suggested that students are provided a great deal of reading texts that are comprehensible and compelling in different contexts (sufficient comprehensible input). Through intensive guided reading practices, students will acquire lifelong reading skills in Chinese as well as develop problem-solving and critical thinking skills. Methods of assessments for these reading skills will also be shared.