3.4.4 Kompetenzen: Lesen

3.4.4 Kompetenzen: Lesen

3.4.4.1 Lesen allgemein 


  • Chen Xianchun (1998): waiyu yuedu jiaoxue yu xinlixue 外语阅读教学与心理学. Beijing: Beijing yuyan wenhua daxue chubanshe 北京语言文化大学出版社.
  • Koda, Keiko; Zehler, A. M. (Hg.) (2007): Learning to read across languages: Cross-linguistic relationships in first- and second-language literacy development. New York: Routledge.
  • Meng Fanjie; Chen Pan ; 陈潘 (2006): Duiwai Hanyu yuedu jiaoxuefa 对外汉语阅读教学法. Xiamen: Xiamen daxue chubanshe.
  • J. Snowling, C. Hulme M. J. Snowling &. C. Hulme (Eds.) (Hg.) (2005): The science of reading: A handbook: Wiley-Blackwell.

 

3.4.4.2 Lesen Chinesisch


  • Bazant-Kimmel, Christina (2018): Learning to Read Authentic Texts in Chinese as a Foreign Language: An Action Research-Based Investigation of a New Approach towards Raising Students’ Awareness of Literary Function Words. In: Vienna Journal of East Asian Studies 10 (1), S. 211–232. DOI: 10.2478/vjeas-2018-0008.
  • Chang, Cecilia (2010): See how they read: An investigation into the cognitive and metacognitive strategies of nonnative readers of Chinese. In: Michael E. Everson und Helen H. Shen (Hg.): Research among learners of Chinese as a Foreign Language. Honolulu: University of Hawaii Press (Chinese Language Teachers Association monograph series, 5), S. 93–116.
  • DeFrancis, John (1966): „Why Johnny can’t read Chinese“. In: Journal of the Chinese Language Teachers Association (1/1), S. 1–20.
  • Deng, Enming (2004): 谈“泛读”与“泛听”教学. Tan „fandu“ yu „fanting“ jiaoxue. In: CHUN – Chinesischunterricht 19, S. 27–32.
  • Diao, Lan (2010): Strategien beim Lesen chinesischer Texte. Ermittlung der Lesestrategien deutscher Schülerinnen und Schüler durch Lautes Denken. In: CHUN – Chinesischunterricht 25, S. 172–185.
  • Diao, Lan (2013): Lesenlernen im schulischen Chinesischunterricht. Prozesse und Strategien deutscher Schülerinnen und Schüler. Berlin: Logos.
  • Everson, Michael E. (1994): Toward a process view of teaching reading in the second language Chinese curriculum. In: Theory Into Practice (1/33), S. 4–9.
  • Everson, Michael E. (1998): Word Recognition among Learners of Chinese as a Foreign Language: Investigating the Relationship between Naming and Knowing. In: The Modern Language Journal 82 (2), S. 194–204.
  • Everson, Michael E. (2008): Literacy Development in Chinese as a Foreign Language. In: Michael E. Everson und Yun Xiao (Hg.): Teaching Chinese as a Foreign Language. Theories and Applications. Boston: Cheng & Tsui Company, S. 97–112.
  • Everson, Michael E.; Ke, Chuanren (1997): „An inquiry into the reading strategies of intermediate and advanced learners of Chinese as a foreign language“. In: Journal of the Chinese Language Teachers Association (1/32), S. 1–20.
  • Feldman, L. B.; Siok, W. W. T. (1999): Semantic radicals contribute to the visual identification of Chinese characters. In: Journal of Memory and Language 40, S. 559–576.
  • Führer, Bernhard (Hg.) (2005): Aspekte des Lesens in China in Vergangenheit und Gegenwart. Referate der Jahrestagung 2001 der Deutschen Vereinigung für China-Studien (DVCS). Bochum: projekt verlag.
  • Guder, Andreas (2014): Reading Competence and Graphemic Competence: Impacts of the Chinese Writing System on Designing Competence Descriptors for the „European Benchmarks for the Chinese Language“ (EBCL) Project. In: CHUN – Chinesischunterricht 29, S. 5–29.
  • Haagen, Wolfgang (1995): Vom Easy Reader zur Originallektüre. In: CHUN – Chinesischunterricht
  • Hanley, J. R. (2005): Learning to read in Chinese. In: C. Hulme M. J. Snowling &. C. Hulme (Eds.) M. J. Snowling (Hg.): The science of reading: A handbook: Wiley-Blackwell, S. 316–335.
  • Ho Shun-yee ; Poon, Ada W. M. (2006): Langdu juchang yingyong yu gaoji hanyuke 朗讀劇場應用於高級漢語課 [Application of Readers Theatre in Advanced Chinese Language Courses]. 朗讀劇場應用於高級漢語課 Application of Readers Theatre in Advanced Chinese Language Courses. In: Journal of the Chinese Language Teachers Association 41 (2), S. 23–44.
  • Huang, Sha (2014): CFL learners’ strategies used to interpret new compound words in sentence reading. In: Nan Jiang (Hg.): Advances in Chinese as a Second Language. Acquisition and Processing. Newcastle upon Tyne: Cambridge Scholars Publishing, S. 210–235.
  • Jackson, Nancy E.; Everson, Michael E.; Ke, Chuanren (2003): Beginning Readers‘ Awareness of the Orthographic Structure of Semantic-Phonetic Compounds: Lessons from a Study of Learners of Chinese as a Foreign Language. In: Catherine McBride-Chang und Hsuan-Chih Chen (Hg.): Reading Development in Chinese Children. Westport, CT: Praeger, S. 141–153.
  • Jiang Shaoyu (1995): Oumei xuesheng yuedu zhongguo gudian shiwen ying zhuyi de wenti 欧美学生阅读中国古典诗文应注意的问题. In: di si jie guoji hanyu jiaoxue taolunhui lunwen xuan bianji weiyuanhui《第四届国际汉语教学讨论会论文选》编辑委员会 (Hg.): di si jie guoji hanyu jiaoxue taolunhui lunwen xuan 第四届国际汉语教学讨论会论文选. Beijing: Beijing yuyan xueyuan chubanshe 北京语言学院出版社.
  • Krames, Marion (2015): Wortschatz, Worterkennung und Leseverstehen in Chinesisch als Fremdsprache (ChaF). In: CHUN – Chinesischunterricht 30, S. 5–29.
  • Kuhn, Barbara (1991): Mnemotechnik: Wie das Lernen von Schriftzeichen Spaß machen kann. In: CHUN – Chinesischunterricht 8, S. 105–118.
  • Kuhn, Barbara (1996): Mnemotechnik und Schriftzeichenerwerb. Untersuchungen zu Struktur und Didaktik der chinesischen Schrift. Univ., Magisterarbeit–München, 1988. Heidelberg: Groos (Sinolinguistica, Bd. 3).
  • Kupfer, Peter (2007): Eloquent but blind. The Problem of Reading Proficiency in Chinese as a Foreign Language. In: Andreas 顾安达 Guder, Jiang Xin 江新 und Wan Yexin万业馨 (Hg.): Hanzi de renzhi yu jiaoxue – xifang xuexizhe Hanzi renzhi guoji yanjiu taolunhui lunwenji汉字的认知与教学-西方学习者汉字认知国际研究讨论会论文集. The Cognition, Learning and Teaching of Chinese Characters. Beijing. Beijing: Beijing Yuyan Daxue Chubanshe 北京语言大学出版社, S. 1–15.
  • Li, Shuai; Wang, Jing (2017): Diagnostic Assessment of L2 Chinese Learners’ Reading Comprehension Ability. In: Dongbo Zhang und Chin-Hsi Lin (Hg.): Chinese as a Second Language Assessment: Springer (Chinese Language Learning Sciences), S. 183–202.
  • Li, Zhenyi (1991): Youxiao sudu chutan. In: CHUN – Chinesischunterricht 8, S. 89–104.
  • Li Xiaoqi (Hg.) (2006): duiwai hanyu yuedu yu xiezuo jiaoxue yanjiu 对外汉语阅读与写作教学研究. Beijing: Shangwu yinshuguan.
  • Liu, Weijian; Han, Sicong (2015): Chinas Heute und Gestern, Bd.1 China heute: Chinesische Kurztexte lesen. Stuttgart: Schmetterling Verlag.
  • Liu, Weijian; Han, Sicong (2015): Chinas Heute und Gestern, Bd.2 China gestern: Chinesische Kurztexte lesen. Stuttgart: Schmetterling-Verlag.
  • Luan, Duo (2017): The application of a visual stimulation approach for teaching CFL at beginner level. In: Yang Lu (Hg.): Teaching and Learning Chinese in Higher Education. Theoretical and Practical Issues: Routledge, S. 131–156.
  • McBride-Chang, Catherine; Chen, Hsuan-Chih (Hg.) (2003): Reading Development in Chinese Children. Westport, CT: Praeger.
  • Merkelbach, Chris (2014): Die Vermittlung von Lesefertigkeiten im Chinesischunterricht – ein Diskussionsbeitrag. In: Journal of Linguistics and Language Teaching 5, S. 31–56.
  • Mickel, Stanley L. (1995): Reading Chinese Newspapers. Tactics and skills. New Haven: Far Eastern Publications Yale University.
  • Neubauer, Diane (2018): Cold Character Reading: A Chinese Literacy Strategy. In: Central States Council on the Teaching of Foreign Languages (Hg.): CSCTFL Report: The Power of Language, The Power of People: Celebrating 50 Years. Central States Conference on the Teaching of Foreign Languages, S. 137–154. Online verfügbar unter https://csctfl.wildapricot.org/resources/Documents/2018Report/7%20Neubauer.pdf.
  • Ptaszynski, Signe Overgaard (2009): Reading in Chinese as a Foreign Language. A study of how reading strategies are affected by instructional methods. In: CHUN – Chinesischunterricht
  • Schindelin, Cornelia (2012): Lernziel Lesen: Überlegungen und ein Versuch. In: CHUN – Chinesischunterricht 27, S. 62–68.
  • Shen, H. H. (2018): Chinese as a second language reading: lexical access and text comprehension. In: Chuanren Ke (Hg.): The Routledge Handbook of Chinese Second Language Acquisition. Milton: Routledge (Routledge Language Handbooks), S. 134–150.
  • Shen, Helen H. (2005): Linguistic Complexity and Beginning-Level L2 Chinese Reading. In: Journal of the Chinese Language Teachers Association 40 (3), S. 1–28.
  • Teng Jihai (1997): duiwai hanyu jiaoxue zhong yige burong hushi de wenti – tan langdu he langdu jiqiao 对外汉语教学中一个不容忽视的问题——谈朗读和朗读技巧. In: Hanyu Xuexi (6).
  • Tseng, Miao-Fen (2010): Language Attrition in Grammar and Receptive Skills in Mandarin Chinese. In: Michael E. Everson und Helen H. Shen (Hg.): Research among learners of Chinese as a Foreign Language. Honolulu: University of Hawaii Press (Chinese Language Teachers Association monograph series, 5), S. 35–44.
  • Waltz, Terry (2015): TPRS [Teaching Proficiency through Reading and Storytelling] with Chinese Characteristics: Squid for Brains.
  • Wang, J.; Inhoff, A. W.; Chen, H.-C (Hg.) (1999): Reading Chinese script: A cognitive analysis. Mahwah, NJ: Lawrence Erlbaum.
  • Wang, M.; Perfetti, C.; Liu, Y. (2003): Alphabetic readers quickly acquire orthographic structure in learning to read Chinese. In: Scientific Studies of Reading (7), S. 183–208.
  • Wang, M.; Yang, C. (2007): Learning to read Chinese: Cognitive consequences of cross-language and writing system differences. In: Keiko Koda und A. M. Zehler (Hg.): Learning to read across languages: Cross-linguistic relationships in first- and second-language literacy development. New York: Routledge.
  • Wittek, Kathleen (2016): Können im Chinesischunterricht an Schulen komplexe Romane gelesen werden? In: CHUN – Chinesischunterricht 31, S. 82–91.
  • Zhang, Dongbo; Yang, Xuexue; Lin, Chin-Hsi; Gu, Zheng (2017): Developing a Word Associates Test to Assess L2 Chinese Learners’ Vocabulary Depth. In: Dongbo Zhang und Chin-Hsi Lin (Hg.): Chinese as a Second Language Assessment: Springer (Chinese Language Learning Sciences), S. 115–140.
  • Zhou Xiaobing u. a. (2008): Hanyu yuedu jiaoxue lilun yu fangfa 汉语阅读教学理论与方法. Beijing: Beijing daxue chubanshe.