Classroom Research on Chinese as a Second Language

1. Auflage 2019
ISBN: 978-1-138-56255-4
Verlag: Routledge

Buch, Englisch, 302 Seiten, Format (B × H): 157 mm x 235 mm, Gewicht: 591 g

Reihe: Routledge Research in Language Education

This collection brings together a series of empirical studies on topics surrounding classrooms of Chinese as a second language (L2) by drawing on a range of theoretical frameworks, methodological strategies, and pedagogical perspectives. Over the past two decades, research on classroom-based second language acquisition (SLA) has emerged and expanded as one of the most important sub-domains in the general field of SLA. In Chinese SLA, however, scarce attention has been devoted to this line of research. With chapters written by scholars in the field of SLA—many of whom are experienced in classroom teaching, teacher education, or program administration in Chinese as a second language—this book helps disentangle the complicated relationships among linguistic targets, pedagogical conditions, assessment tools, learner individual differences, and teacher variables that exist in the so-called "black-box" classrooms of L2 Chinese.

Autoren/Hrsg.

Yuan, Fangyuan

Li, Shuai

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

Chapter 1.

An Overview: Classroom Research and Chinese as a Second Language

Fangyuan Yuan and Shuai Li



Part I: Efficiency of Form-Focused Instruction and Task-Based Teaching



Chapter 2.

The Effects of Tone Training on Tone Perception Accuracy in Chinese Language Classrooms

Yen-Chen Hao and Jennifer Li-Chia Liu

Chapter 3.

Differential Effects of Recasts and Metalinguistic Prompts on the Acquisition of Chinese Wh-questions and Classifiers

Yu Wu

Chapter 4.

Effects of Task Repetition on the Interlanguage Development of Chinese Aspect Marker Le

Fangyuan Yuan

Chapter 5.

Effects of Explicit Instruction on Chinese Syntactic Complexity in Repeated Story Retelling Tasks

Qiaona Yu

Chapter 6.

The Effects of Online Writing on Heritage Language Anxiety – A Bayesian Analysis

Yang Xiao-Desai



Part II: Interlanguage Development and Classroom Teaching and Learning



Chapter 7.

Radical Awareness Development of L2 Chinese Learners in the U.S.: Comparing Heritage Learners and Non-Heritage Learners

Tianxu Chen

Chapter 8.

Understanding Learners’ Vocabulary Profiles in L2 Chinese Classrooms

Haomin Zhang

Chapter 9.

Development of Pragmatic and Grammatical Awareness in L2 Chinese Classrooms

Li Yang

Chapter 10.

Measurement Quality and Rating Scale Functioning of a CSL Classroom Assessment Instrument

Shuai Li, Yali Feng, and Ting Wen



Part III: Teachers’ Perceptions, Practices, and Professional Development



Chapter 11.

K-12 Chinese Language Teachers’ Perceptions of Classroom Portfolio Assessment

Zheng Gu, Yanjiang Teng, Xuexue Yang, and Dongbo Zhang

Chapter 12.

Teaching Chinese at American Charter Schools: Identity and Classroom Teaching

Wenhao Diao and Hsuan-Ying Liu

Über Autor(innen)

Fangyuan Yuan is a Professor in the Languages and Cultures Department at the United States Naval Academy, USA.
Shuai Li is an Associate Professor and Chinese Program Coordinator in the World Languages & Cultures Department at Georgia State University, USA.