For the vast majority of non-Chinese speaking (NCS) students in Hong Kong, writing is the greatest difficulty they encounter when studying Chinese. Thus, giving support to improve NCS students’ Chinese writing is currently urgent. In recent years, Genre Teaching Approach is a widely used teaching method to improve students' reading and writing skills. This study attempted to use Genre Teaching Approach to teach NCS students to learn narrative writing. The researchers selected one class of students who participated in the Student Support Programme (SSP) in the University of Hong Kong as research participants. Through classroom observation, interviews and text analysis of students' pretest and posttest essays, we explored the effectiveness of Genre Teaching Approach for improving NCS students' writing skills. This study found that there was a significant difference between the pretest and posttest narrative writing performances of the NCS students. Before Genre Teaching Approach was adopted in teaching, their composition structures were unorganized and did not exhibit the stylistic features of narrative writing. But after they were taught by Genre Teaching Approach, their compositions were well-structured, and showed the characteristics of narrative writing. Finally, according to the in-depth interviews with the students, we could further confirm that Genre Teaching Approach helped to improve NCS students’ Chinese writing ability.

對絕大多數的香港非華語學生來說，寫作是他們在學習中文時遇到的最大困難，因此給予非華語學生中文寫作上的支援是目前刻不容緩的事情。近年來，文類教學法（Genre Teaching Approach）是一種廣泛應用於提高學生閱讀和寫作能力的教學方法，故本研究嘗試運用文類教學法來教授非華語學生學習記敘文寫作，選取一班參加香港大學非華語學生學習中文支援計劃的學生作為研究對象，透過課堂觀察、訪談及對學生前測和後測的作文進行文本分析，藉此探究文類教學法對於提高非華語學生寫作技能上的成效。本研究發現，非華語學生在接受文類教學法前後的兩次記敘文作文表現有很大的差異，接受前的作文結構比較散亂，看不出記敘文的文體特徵；而接受後的作文則結構嚴整，展現記敘文的寫作特色。最後，根據學生的深入訪談，進一步證明文類教學法有助於提高非華語學生的中文寫作能力。

• 岑紹基(香港大學教育學院) | Mark Shiu-kee SHUM