Classroom Research on Chinese as a Second Language Routledge Research in Language Education Series
Coordonnateurs : Yuan Fangyuan, Li Shuai
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.
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
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.
Date de parution : 12-2020
15.2x22.9 cm
Date de parution : 05-2019
15.2x22.9 cm
Thème de Classroom Research on Chinese as a Second Language :
Mots-clés :
Chinese Heritage Language Learners; General Linear Model Univariate Analysis; Classroom-based research; L2 Chinese Speaker; Chinese language acquisition; Separate Kruskal Wallis Tests; second language acquisition; BW Group; SLA; L2 Chinese; Fangyuan Yuan; L2 Chinese Learner; Shuai Li; Rasch Model Fit; language teaching; Chinese Language Teachers; charter schools; Heritage Language; L2 Chinese classroom; Heritage Language Learners; teaching and learning; Task Based Language Teaching; Chinese as a second language; ST Group; Chinese learner language; Morphological Awareness; Chinese interlanguage development; Metalinguistic Feedback; Formative and Analytical Assessment; Grammatical Awareness; Chinese teacher education; Portfolio Assessment; Dictogloss Task; Van De Guchte; Recast Group; Score Categories; Writing Anxiety; Lexical Inference; Topic Chain
