本文介绍了在美国较为重要的两种中文教学模式。一种是历史悠久的、主要面向华人社区的中文学校，另一种是目前在美国主流学校发展较快的浸入式中文项目。通过对比年龄相仿的两组被试中文语言和阅读的各项技能，以及这些技能对中文句子阅读理解的贡献，本文发现了不同教学模式下学生语言和阅读水平之间的差异所在，以及预测句子阅读理解的因素。
本文存在如下局限：首先，本研究的样本，特别是中文学校的样本较小，这是人力物力有限所致。其次，本文虽然意图考察两种不同教学模式下的阅读习得，但却没有对两种不同的教学模式，如教师的教学法，进行系统的描述和比较。这些问题都有待将来做进一步的研究。
摘要 Abstract
This article first introduces the history and current situations of two important models of teaching Chinese as a nonnative language in North American, i.e., Chinese weekend schools which are rooted in Chinese immigrant communities and Chinese immersion programs which are growing rapidly in mainstream schools.Subsequently, this article reports an empirical study, which investigated and compared the acquisition of oral vocabulary, phonological awareness and reading skills between subjects in these two types of programs.Results show that subjects from the Chinese school have slightly stronger expressive oral vocabulary, Chinese listening comprehension, and Chinese tone awareness; the only statistically significant difference lay in tone awareness.However, such advantage did not facilitate their reading acquisition – subjects from the Chinese immersion program demonstrated statistically significantly stronger text reading and sentence reading comprehension skills.At the same time, their phonological awareness, character/word reading and comprehension subskills contributed significantly to explaining the variations in Chinese sentence reading comprehension.However, no meaningful pattern was detected among subjects from the Chinese school.The study discusses the implications of the results in the context of previous studies on nonnative school age Chinese learners.
Key words:
Chinese language as inheritance, Chinese immersion program Chinese learning as second language, oral vocabulary, phonological awareness, reading comprehension
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[1] 美国洛约拉马利蒙特大学（Loyola Marymount University）
[2] K-12指的是学前班（kindergarten）到十二年级，即高中毕业。