Full Description
Interest in learning Chinese as an additional language has soared worldwide over the last ten years. Yet little is known about the learning process, and much less about what pedagogical strategies might facilitate or, otherwise, hinder it. This book thus aims to further understanding of the acquisition of Chinese as a foreign or second language. It brings together six independent studies which explore aspects of learning Chinese as an additional language across the domains of morphosyntax, pragmatics, cognitive capacity, interactional learning, and instructed learning via a variety of conceptual frameworks and methodological strategies. These studies, as well as the suggestions for future research, will be of great interest to second language acquisition researchers, graduate students and second language teachers of Chinese, as well as to curriculum developers and materials writers.
Contents
ZhaoHong Han: Preface
1. Shu-Ling Wu: Learning to Describe Motion Events in L2 Chinese Narratives
2. Xiaohong Wen: Pragmatic Development of Request in English-Speaking Learners of Chinese
3. Li Jin: Peer Interaction in a Study-Abroad Program
4. ZhaoHong Han and Joo-oeck Maeng: Task-Based Learning of Chinese in a Study-Abroad Context: Learners' Perceptions
5. Shaofeng Li: The Relationship between the Effectiveness of Recasts and Working Memory in the Learning of Different Linguistic Structures
6. Yongan Wu: The Effect of Mixed-Sensory Presentation on Retaining Graphic Features of Chinese Characters
ZhaoHong Han: Epilogue: Bringing it All Together: Where Are We?
Index
