1st Edition

Classroom Research on Chinese as a Second Language

Edited By Fangyuan Yuan, Shuai Li Copyright 2019
    302 Pages
    by Routledge

    302 Pages 17 B/W Illustrations
    by Routledge

    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

    Biography

    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.