Abstract: A well-organized literature review (LR) is the basis for the originality of empirical papers. However, there are some issues in literature reviews in existing studies. To address these issues, this paper, taking two empirical studies in Chinese language assessment for examples, constructs a functional framework for LR, including "three phases and two levels". The three phases consist of "integration, evaluation and questioning" in LR writing, while the two levels refer to the "fundamental and innovational" levels. The three phases and two levels integrate to form a dynamic framework of LR with multiple functions. The strategies to realize those functions are expounded. This paper aims to provide researchers with insightful ideas for LR writing.

Keywords: empirical papers, literature review, multiple functions, improvement strategies

Abstract: Reading interest is the primary motive force for developing students' reading literacy. Exploring factors affecting students' reading interest is therefore of great significance. This study surveyed 44 principals, 9127 students and their parents in the eastern, central and western China. A hierarchical linear modeling (HLM) was used to explore the influences of students' family and school factors on students' reading interest. The results showed that interschool differences could explain 21.97% variance of the students' reading interest. At the family level, home literacy environment (HLE) had significant impacts on the students' reading interest and family socioeconomic status indirectly affected the reading interest through the home literacy environment. At the school level, geographic locations of schools, teachers' age and availability of reading funds had positive moderating effects, while student-teacher ratios had negative moderating effects. According to these results, suggestions were proposed.

Keywords: reading interest, family socioeconomic status, home literacy environment (HLE), school educational resources, hierarchical linear modeling (HLM)

Abstract: Differentiated instruction refers to the continuous refinement and customising of lesson packages in response to individual learners' needs, styles or interests to enhance students' engagement in classroom learning and to meet each student's zone of proximal development (ZPD). There are differences in the nationality, readiness and learning styles of students who take the H2 Chinese Language and Literature (H2CLL) curriculum in high school. This study is based on the differentiated instruction concepts and principles of Carol Ann Tomlinson. The Classical Chinese Prose lesson package was remodeled according to the "teacher-led, student-oriented, practice-based" principle while practicing differentiation in instructional objectives, content, process and modes of assessment. Also employed was the strategy of flexible grouping, which provided students with the opportunity to learn autonomously and collaboratively and enabled teachers to reach out effectively to different types of students, leading to the optimal learning outcome of different students.

Keywords: Differentiated instruction, zone of proximal development (ZPD), H2 Chinese language and literature curriculum, teaching of Classical Chinese prose, learning style

Abstract: In Hong Kong, the frontline teachers have been encountering difficulties in the teaching of writing while teaching Chinese as a second language to Ethnic Minority (EM) students. They have an urgent need for pedagogical support. Using a multiple-case study research method, which included interviews, lesson study and text analysis, this paper explored the application and effectiveness of the Reading to Learn (R2L) pedagogy to improve EM students' proficiency in writing narrative and expository passages in Chinese. The result showed that after the R2L pedagogy was adopted in two Chinese classes (Form one and Form three) of two secondary schools, there were significant improvements in the students' writing abilities. The R2L pedagogy is worth promoting to frontline teachers of Chinese as a second language.

Keywords: Ethnic Minority (EM) student, Chinese as a second language, Reading to Learn (R2L) pedagogy, writing, multiple-case study