Classroom Research on Chinese as a Second Language

 
 
Routledge (Verlag)
  • erschienen am 24. April 2019
  • |
  • 302 Seiten
 
E-Book | PDF ohne DRM | Systemvoraussetzungen
978-1-351-35649-7 (ISBN)
 

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.

  • Englisch
  • Milton
  • |
  • Großbritannien
Taylor & Francis Ltd
  • Für höhere Schule und Studium
17 schwarz-weiße Abbildungen, 17 schwarz-weiße Zeichnungen, 55 schwarz-weiße Tabellen
  • 2,34 MB
978-1-351-35649-7 (9781351356497)
weitere Ausgaben werden ermittelt

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.

  • Cover
  • Half Title
  • Series
  • Title
  • Copyright
  • Contents
  • Preface
  • List of Tables
  • List of Figures
  • Acknowledgments
  • 1 An Overview: Classroom Research and Chinese as a Second Language
  • Part I Efficiency of Form-Focused Instruction and Task-Based Teaching
  • 2 The Effects of Tone Training on Tone Perception Accuracy in Chinese Language Classrooms
  • 3 Differential Effects of Recasts and Metalinguistic Prompts on the Acquisition of Chinese Wh-Questions and Classifiers
  • 4 Effects of Task Repetition on the Interlanguage Development of Chinese Aspect Marker Le
  • 5 Effects of Explicit Instruction on Chinese Syntactic Complexity in Repeated Story-Retelling Tasks
  • 6 The Effects of Online Writing on Heritage Language Anxiety-A Bayesian Analysis
  • Part II Interlanguage Development and Classroom Teaching and Learning
  • 7 Radical Awareness Development of L2 Chinese Learners in the U.S.: Comparing Heritage Learners and Non-heritage Learners
  • 8 Understanding Learners' Vocabulary Profiles in L2 Chinese Classrooms
  • 9 Development of Pragmatic and Grammatical Awareness in L2 Chinese Classrooms
  • 10 Measurement Quality and Rating Scale Functioning of a CSL Classroom Assessment Instrument
  • Part III Teachers' Perceptions, Practices, and Professional Development
  • 11 K-12 Chinese Language Teachers' Perceptions of Classroom Portfolio Assessment
  • 12 Teaching Chinese at American Charter Schools: Identity and Classroom Teaching
  • List of Editors
  • List of Contributors
  • Index

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