Full Description
Studies on Learning and Teaching Chinese as a Second Language represents the current advances in the field. It showcases theoretically motivated empirical studies and diverse methods used for a better understanding of how Chinese language is acquired as a second or foreign language. This contributes to L2 acquisition research in general and L2 Chinese specifically. Furthermore, this research is useful for teachers seeking to understand their students' learning processes and adjust their pedagogical approach for more effective instruction. The book bridges the gap between research and instruction by providing pedagogical implications rooted in empirical findings.
Contents
Contents
Research in Second Language Acquisition of Chinese: An introduction
Xiaohong Wen
Heterogeneity of Early Language Experiences and Word-knowledge Development in Chinese as a Heritage Language Learners
Haomin Zhang and Keiko Koda
Requests in Chinese by Heritage and Foreign Language Learners
Xiaohong Wen
Context and Chinese Colloquial Idiom Comprehension
Yu Li
L1 Influence on Coherence-building Skills in L2 Chinese Reading
Liu Li
Processing Relative Clauses in Chinese as a Second Language
Yun Yao
An Inter-Tonal Effect in Second Language Chinese Contour Tones
Hang Zhang
L2 Acquisition of ZaiP by Native English Speakers
Yang Zhao and Tingna Liu
Functional Perspective of Chinese Learners' Language Use on Social Media
Shenggao Wang
Student-teacher Goal Alignment: Conceptualizing, Measuring, and Determining Its Effect on Interaction and Motivation
Zhongqi Shi, Xiaodong Lin, and Ruobing Wei
Measurement Quality of an Instructor-developed CFL Summative Assessment Instrument: An Exploratory Pilot Study
Shuai Li
