Details
Teaching and Learning Chinese as a Second or Foreign Language
Emerging Trends|
97,99 € |
|
| Verlag: | Lexington Books |
| Format: | EPUB |
| Veröffentl.: | 23.10.2019 |
| ISBN/EAN: | 9781498574808 |
| Sprache: | englisch |
| Anzahl Seiten: | 268 |
DRM-geschütztes eBook, Sie benötigen z.B. Adobe Digital Editions und eine Adobe ID zum Lesen.
Beschreibungen
<span>Teaching and Learning Chinese as a Second or Foreign Language</span>
<span>, 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.<br><br></span>
<span>, 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.<br><br></span>
<span>This edited collection, with a focus on Chinese as a second or foreign language acquisition, consists of research studies that address one of three emerging themes: information and communication technology (ICT), young learners, and Chinese-character teaching and learning.</span>
<p><span>Contents</span><br><br></p>
<p><span>Note on Figures</span><br><br></p>
<p><span>Introduction<br></span><span>Ko-Yin Sung</span><br><br></p>
<ol start="1">
<li><span>STARTALK eTower: Increasing Chinese Language and Cultural Proficiency<br>Through Open Access Online Technology<br></span><span>Dali Tan, Angela Gunder, Shaoyu Chi, and Susan Picard</span></li>
<li><span>Learner Autonomy and Chinese Vocabulary Learning with Technology<br></span><span>Yalun Zhou and Michael Wei</span></li>
<li><span>Use Reflective Learning Model to Assess the Effectiveness of Online Language Learning</span></li>
</ol>
<p><span>Pei-ni Causarano</span><br><br></p>
<ol start="4">
<li><span>Empirical Studies of Teletandem between U.S. and Taiwan Universities<br></span><span>Yan Gao and I-Ping P. Fu</span></li>
<li><span>Why and How Should Chinese Be Learnt? A Preliminary Investigation regarding Italian High School Learners<br></span><span>Chiara Romagnoli</span></li>
<li><span>Why Do Children Learn Chinese? An Exploratory Study of Parental Beliefs, Classroom Motivational Strategies, and Young Learners’ Motivated Behaviors<br></span><span>Xin Zhang</span></li>
<li><span>Integrating Content and Language Instruction in a Chinese Immersion Classroom<br></span><span>Wenying Zhou</span></li>
<li><span>Using the Chunking Method in Teaching Chinese Characters in a Sixth Grade Chinese Dual Language Immersion Classroom</span></li>
</ol>
<p><span>Ko-Yin Sung, Hsiao-Mei Tsai, and I-Chiao Hung</span><br><br></p>
<ol start="9">
<li><span>Instructional Interventions and Character Learning Strategies: A study on Orthographic Study Assignments </span></li>
</ol>
<p><span>Yan Xie</span><br><br></p>
<ol start="10">
<li><span>Exploring Chinese Character Learning by English Speakers through Error Analysis</span></li>
</ol>
<p><span>Lan Zhang</span><br><br></p>
<ol start="11">
<li><span>Using Multimedia-assisted Materials to Facilitate the Self-Paced Learning of Traditional Chinese Characters</span></li>
</ol>
<p><span>Hsiu-Jen Cheng and Hong Zhan</span><br><br></p>
<ol start="12">
<li><span>Which Is More Effective: APP Game or Workbook? – An Experiment on Learning Chinese Character Writing</span></li>
</ol>
<p><span>Xiaoshi Li and Wenying Zhou</span><br><br></p>
<ol start="13">
<li><span>DaZiBao: Multimodality in Learning and Communicating via Chinese Characters <br></span><span>Justin Olmanson, Xianquan Liu, Christopher C. Heselton, and</span><span> </span><span>Asha Srivastava</span></li>
<li><span>Acquiring Chinese Character Literacy Through Student-Produced Videos</span></li>
</ol>
<p><span>Sujane Wu and Yalin Chen</span></p>
<p><span>Note on Figures</span><br><br></p>
<p><span>Introduction<br></span><span>Ko-Yin Sung</span><br><br></p>
<ol start="1">
<li><span>STARTALK eTower: Increasing Chinese Language and Cultural Proficiency<br>Through Open Access Online Technology<br></span><span>Dali Tan, Angela Gunder, Shaoyu Chi, and Susan Picard</span></li>
<li><span>Learner Autonomy and Chinese Vocabulary Learning with Technology<br></span><span>Yalun Zhou and Michael Wei</span></li>
<li><span>Use Reflective Learning Model to Assess the Effectiveness of Online Language Learning</span></li>
</ol>
<p><span>Pei-ni Causarano</span><br><br></p>
<ol start="4">
<li><span>Empirical Studies of Teletandem between U.S. and Taiwan Universities<br></span><span>Yan Gao and I-Ping P. Fu</span></li>
<li><span>Why and How Should Chinese Be Learnt? A Preliminary Investigation regarding Italian High School Learners<br></span><span>Chiara Romagnoli</span></li>
<li><span>Why Do Children Learn Chinese? An Exploratory Study of Parental Beliefs, Classroom Motivational Strategies, and Young Learners’ Motivated Behaviors<br></span><span>Xin Zhang</span></li>
<li><span>Integrating Content and Language Instruction in a Chinese Immersion Classroom<br></span><span>Wenying Zhou</span></li>
<li><span>Using the Chunking Method in Teaching Chinese Characters in a Sixth Grade Chinese Dual Language Immersion Classroom</span></li>
</ol>
<p><span>Ko-Yin Sung, Hsiao-Mei Tsai, and I-Chiao Hung</span><br><br></p>
<ol start="9">
<li><span>Instructional Interventions and Character Learning Strategies: A study on Orthographic Study Assignments </span></li>
</ol>
<p><span>Yan Xie</span><br><br></p>
<ol start="10">
<li><span>Exploring Chinese Character Learning by English Speakers through Error Analysis</span></li>
</ol>
<p><span>Lan Zhang</span><br><br></p>
<ol start="11">
<li><span>Using Multimedia-assisted Materials to Facilitate the Self-Paced Learning of Traditional Chinese Characters</span></li>
</ol>
<p><span>Hsiu-Jen Cheng and Hong Zhan</span><br><br></p>
<ol start="12">
<li><span>Which Is More Effective: APP Game or Workbook? – An Experiment on Learning Chinese Character Writing</span></li>
</ol>
<p><span>Xiaoshi Li and Wenying Zhou</span><br><br></p>
<ol start="13">
<li><span>DaZiBao: Multimodality in Learning and Communicating via Chinese Characters <br></span><span>Justin Olmanson, Xianquan Liu, Christopher C. Heselton, and</span><span> </span><span>Asha Srivastava</span></li>
<li><span>Acquiring Chinese Character Literacy Through Student-Produced Videos</span></li>
</ol>
<p><span>Sujane Wu and Yalin Chen</span></p>
<p><span>Ko-Yin Sung</span><span> is associate professor of Chinese at Utah State University and coordinator of the Chinese language program.</span></p>
<span>View additional table and figures <a href="https://rowman.com/WebDocs/KoYin_Tables_and_Figures.pdf"><span>here</span></a></span>
<span>.</span>
<span>.</span>
Diese Produkte könnten Sie auch interessieren:
