Top-down Chinese as a second language reading strategies

Abstract

This study investigated how 22 college-level Chinese as a second language (CSL) learners used reading strategies when reading essays of various genres in a strategies-based reading instruction program, in which they were explicitly taught ten top-down reading strategies. In addition to strategy use frequency and preference, this study explored the interrelationships among multiple strategies and whether strategy use frequency correlated with reading proficiency. Qualitative and quantitative data analyses revealed that the most frequently used strategies included previewing, anticipating, making a summary, and attending selectively. They were used in combination with other strategies in an orchestrated way. This study did not find a significant correlation between reading proficiency and total strategy use frequency or the frequency of using any single strategy. Strategy use frequency alone, without considering strategy use accuracy and appropriateness, might not be a good indicator of reading proficiency. This study provides an in-depth analysis of how CSL readers used single strategies and blended multiple strategies. Its findings shed light on second language learners’ reading process, reading difficulties, and the rationales behind their strategy use. Pedagogical implications are provided for CSL teachers regarding how to embed explicit strategy training into reading classes.