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.
Table of Contents
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
The Effects of Tone Training on Tone Perception Accuracy in Chinese Language Classrooms
Yen-Chen Hao and Jennifer Li-Chia Liu
Differential Effects of Recasts and Metalinguistic Prompts on the Acquisition of Chinese Wh-questions and Classifiers
Effects of Task Repetition on the Interlanguage Development of Chinese Aspect Marker Le
Effects of Explicit Instruction on Chinese Syntactic Complexity in Repeated Story Retelling Tasks
The Effects of Online Writing on Heritage Language Anxiety – A Bayesian Analysis
Part II: Interlanguage Development and Classroom Teaching and Learning
Radical Awareness Development of L2 Chinese Learners in the U.S.: Comparing Heritage Learners and Non-Heritage Learners
Understanding Learners’ Vocabulary Profiles in L2 Chinese Classrooms
Development of Pragmatic and Grammatical Awareness in L2 Chinese Classrooms
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
K-12 Chinese Language Teachers’ Perceptions of Classroom Portfolio Assessment
Zheng Gu, Yanjiang Teng, Xuexue Yang, and Dongbo Zhang
Teaching Chinese at American Charter Schools: Identity and Classroom Teaching
Wenhao Diao and Hsuan-Ying Liu
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.