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An Analysis on German CFL University Students' Performance of Chinese Practical Writing Literacy
Second Language Writing
In recent years, the concept about literacy in language learning has gradually earned more and more attentions. The definition, assessment and teaching strategy of literacy have been concerned much more than before. However, most of the researches only focus on first language literacy while the studies and development about second language literacy have almost been left in blank. Noticing the lack of studies about writing literacy in Chinese as a second language in the past, this study aims to look into Chinese practical writing literacy assessment. Based on the Language Framework for National Adult Literacy Assessment in Taiwan and the related sample test topics (Ke, 2010), this study has designed its own writing test and questionnaires to assess German CFL university students’ performance of Chinese practical writing literacy. This study invited 29 CFL students who studied in the Chinese practical writing class in a university in Germany. They were all non-Chinese and at B1 or above levels. We carried out a practical writing assessment and distributed questionnaires, and we have the following findings after data analysis: 1. CFL Learners’ backgrounds are not notable factors for Chinese writing literacy. 2. CFL Learners lack in self-awareness and self-cognition on Chinese writing, especially in the aspect of the form and format of Chinese practical writing. 3. The extent for CFL Learners to blend into Chinese culture remarkably affects their Chinese practical writing literacy. 4. CFL learners’ Chinese reading habits and attitudes notably affect their ability of language organization and expression in Chinese writing. The results of this study can be used as reference for further researches about literacy and teaching second language writing.
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