Teaching and Learning Chinese as a Second or Foreign Language: Emerging Trends: Dali Tan: Lexington Books

Teaching and Learning Chinese as a Second or Foreign Language

Emerging Trends

Teaching and Learning Chinese as a Second or Foreign Language

Emerging Trends

Description

Teaching and Learning Chinese as a Second or Foreign Language, edited by Ko-Yin Sung, addresses three emerging themes in the field of Chinese language teaching and learning. (1) Increasingly ubiquitous in all language learning and teaching, and for the learning of Chinese as a second language in particular, information and communication technology (ICT) can serve as an important and effective tool. Several chapters focus on how certain emerging ICT tools are applied in teaching and learning Chinese as a second language. (2) Due to China’s economic and political influence, the number of students of all ages studying Chinese as a second language—but especially young learners—has increased in many parts of the world. Despite this, the research into teaching Chinese to young learners has lagged behind. Several chapters investigate young learners’ motivations and effective methods for assisting them to master the Chinese language. (3) The writing system of the Chinese language poses many challenges for learners, especially those more familiar with alphabetical languages. In light of this difficulty in learning Chinese characters, some of the chapters identify effective teaching and learning strategies to master the Chinese language.

Contents

Note on Figures

Introduction
Ko-Yin Sung

STARTALK eTower: Increasing Chinese Language and Cultural Proficiency
Through Open Access Online Technology
Dali Tan, Angela Gunder, Shaoyu Chi, and Susan PicardLearner Autonomy and Chinese Vocabulary Learning with Technology
Yalun Zhou and Michael WeiUse Reflective Learning Model to Assess the Effectiveness of Online Language LearningPei-ni Causarano

Empirical Studies of Teletandem between U.S. and Taiwan Universities
Yan Gao and I-Ping P. FuWhy and How Should Chinese Be Learnt? A Preliminary Investigation regarding Italian High School Learners
Chiara RomagnoliWhy Do Children Learn Chinese? An Exploratory Study of Parental Beliefs, Classroom Motivational Strategies, and Young Learners’ Motivated Behaviors
Xin ZhangIntegrating Content and Language Instruction in a Chinese Immersion Classroom
Wenying ZhouUsing the Chunking Method in Teaching Chinese Characters in a Sixth Grade Chinese Dual Language Immersion ClassroomKo-Yin Sung, Hsiao-Mei Tsai, and I-Chiao Hung

Instructional Interventions and Character Learning Strategies: A study on Orthographic Study Assignments Yan Xie

Exploring Chinese Character Learning by English Speakers through Error AnalysisLan Zhang

Using Multimedia-assisted Materials to Facilitate the Self-Paced Learning of Traditional Chinese CharactersHsiu-Jen Cheng and Hong Zhan

Which Is More Effective: APP Game or Workbook? – An Experiment on Learning Chinese Character WritingXiaoshi Li and Wenying Zhou

DaZiBao: Multimodality in Learning and Communicating via Chinese Characters
Justin Olmanson, Xianquan Liu, Christopher C. Heselton, andAsha SrivastavaAcquiring Chinese Character Literacy Through Student-Produced VideosSujane Wu and Yalin Chen

Product details

Published	23 Oct 2019
Format	Ebook (Epub & Mobi)
Edition	1st
Extent	268
ISBN	9781498574808
Imprint	Lexington Books
Illustrations	4 tables;
Publisher	Bloomsbury Publishing

Anthology Editor

Ko-Yin Sung

Contributor

Dali Tan

Contributor

Angela Gunder

Contributor

Shaoyu Chi

Contributor

Susan Picard

Contributor

Yalun Zhou

Contributor

Michael Wei

Contributor

Pei-ni Causarano

Contributor

Yan Gao

Contributor

I-Ping P. Fu

Contributor

Chiara Romagnoli

Contributor

Xin Zhang

Contributor

Wenying Zhou

Contributor

Hsiao-Mei Tsai

Contributor

I-Chiao Hung

Contributor

Yan Xie

Contributor

Lan Zhang

Contributor

Hsiu-Jen Cheng

Contributor

Hong Zhan

Contributor

Xiaoshi Li

Contributor

Justin Olmanson

Contributor

Xianquan Liu

Contributor

Christopher C. Heselton

Contributor

Asha Srivastava

Contributor

Sujane Wu

Contributor

Yalin Chen

In building on the foundation of empirical research on Chinese as a second language (CSL) already produced over the past three decades, Professor Sung and her fellow authors are to be commended for both highlighting what has already been established and what yet needs to be explored. In particular, the articles that focus on Chinese language learning at the pre-collegiate level serve to begin to fill where there remains significant gaps in our knowledge – gaps that must be filled to effectively and efficiently develop CSL competency throughout the world.

Scott McGinnis, Defense Language Institute