Teaching and Learning Chinese as a Second or Foreign Language

Emerging Trends

Edited by Ko-Yin Sung - Contributions by Dali Tan; Angela Gunder; Shaoyu Chi; Susan Picard; Yalun Zhou; Michael Wei; Pei-ni Causarano; Yan Gao; I-Ping P. Fu; Chiara Romagnoli; Xin Zhang; Wenying Zhou; Hsiao-Mei Tsai; I-Chiao Hung; Yan Xie; Lan Zhang; Hsiu-Jen Cheng; Hong Zhan; Xiaoshi Li; Justin Olmanson; Xianquan Liu; Christopher C. Heselton; Asha Srivastava; Sujane Wu and Yalin Chen

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.

Lexington Books

Pages: 268 • Trim: 6¼ x 9¼

978-1-4985-7479-2 • Hardback • October 2019 • $117.00 • (£90.00)

978-1-4985-7480-8 • eBook • October 2019 • $111.00 • (£85.00)

Subjects: Language Arts & Disciplines / Linguistics / Sociolinguistics, Education / Bilingual Education, Foreign Language Study / Chinese

Teaching and Learning Chinese as a Second or Foreign Language

Emerging Trends

Hardback

eBook

Summary

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.

Details

Lexington Books

Pages: 268 • Trim: 6¼ x 9¼

978-1-4985-7479-2 • Hardback • October 2019 • $117.00 • (£90.00)

978-1-4985-7480-8 • eBook • October 2019 • $111.00 • (£85.00)

Subjects: Language Arts & Disciplines / Linguistics / Sociolinguistics, Education / Bilingual Education, Foreign Language Study / Chinese

Author

Ko-Yin Sung is associate professor of Chinese at Utah State University and coordinator of the Chinese language program.

Table of Contents

Contents

Note on Figures

Introduction
Ko-Yin Sung
1. STARTALK eTower: Increasing Chinese Language and Cultural Proficiency
  Through Open Access Online Technology
  Dali Tan, Angela Gunder, Shaoyu Chi, and Susan Picard
2. Learner Autonomy and Chinese Vocabulary Learning with Technology
  Yalun Zhou and Michael Wei
3. Use Reflective Learning Model to Assess the Effectiveness of Online Language Learning
Pei-ni Causarano
1. Empirical Studies of Teletandem between U.S. and Taiwan Universities
  Yan Gao and I-Ping P. Fu
2. Why and How Should Chinese Be Learnt? A Preliminary Investigation regarding Italian High School Learners
  Chiara Romagnoli
3. Why Do Children Learn Chinese? An Exploratory Study of Parental Beliefs, Classroom Motivational Strategies, and Young Learners’ Motivated Behaviors
  Xin Zhang
4. Integrating Content and Language Instruction in a Chinese Immersion Classroom
  Wenying Zhou
5. Using the Chunking Method in Teaching Chinese Characters in a Sixth Grade Chinese Dual Language Immersion Classroom
Ko-Yin Sung, Hsiao-Mei Tsai, and I-Chiao Hung
1. Instructional Interventions and Character Learning Strategies: A study on Orthographic Study Assignments
Yan Xie
1. Exploring Chinese Character Learning by English Speakers through Error Analysis
Lan Zhang
1. Using Multimedia-assisted Materials to Facilitate the Self-Paced Learning of Traditional Chinese Characters
Hsiu-Jen Cheng and Hong Zhan
1. Which Is More Effective: APP Game or Workbook? – An Experiment on Learning Chinese Character Writing
Xiaoshi Li and Wenying Zhou
1. DaZiBao: Multimodality in Learning and Communicating via Chinese Characters
  Justin Olmanson, Xianquan Liu, Christopher C. Heselton, andAsha Srivastava
2. Acquiring Chinese Character Literacy Through Student-Produced Videos
Sujane Wu and Yalin Chen