The Routledge Handbook of Chinese Second Language Acquisition is the first reference work of its kind.
The handbook contains twenty contributions from leading experts in the field of Chinese SLA, covering a wide range of topics such as social contexts, linguistic perspectives, skill learning, individual differences and learning settings and testing.
Each chapter covers historical perspectives, core issues and key findings, research approaches, pedagogical implications, future research direction and additional references.
The Routledge Handbook of Chinese Second Language Acquisition is an essential reference for Chinese language teachers and researchers in Chinese applied linguistics and second language acquisition.
Table of Contents
Introduction and future directions Chuanren Ke Neurocognitive Approaches to Chinese Second Language Learning Ping Li, Jing Yang Cognitive Linguistics Approaches to Chinese Second Language Acquisition Ning Yu, Ben Pin-Yun Wang Corpus-based Research in Chinese as a Second Language Jie Zhang, Hongyin Tao Linguistic Theories and teaching Chinese as a second language Zhuo Jing-Schmidt, Xinjia Peng Chinese second language socialization Patricia Duff, Liam Doherty Research on L2 Chinese Character Acquisition Tianlu Zhang, Chuanren Ke Chinese as a Second Language Reading: Lexical Access and Text Comprehension Helen H. Shen L2 Chinese Grammar Development Yuan Lu, Chuanren Ke Current Trends in Research of Chinese Sound Acquisition Hang Zhang Acquisition and Assessment of L2 Chinese Speaking Jianling Liao Pragmatics Learning and Teaching in L2 Chinese Li Yang Chinese Listening Comprehension: Research and Pedagogy Wei Cai Chinese language acquisition in study abroad contexts Celeste Kinginger, Qian Wu, Sheng-Hsun Lee Learning Chinese as a Heritage Language in Postsecondary Contexts Duanduan Li & Patricia A. Duff A Non-linear view on Interactional Competence: Speaking Chinese as a Heritage Language Agnes Weiyun He Motivation and Chinese Second Language Acquisition Xiaohong Wen Foreign Language Anxiety: The Case of Learning Chinese Han Luo Implicit and Explicit Learning, Knowledge, and Instruction in CFL Studies Hong Gang Jin Form-focused Instruction and Task-based Language Teaching in Chinese as a Second Language Fangyuan Yuan Technology and the Teaching and Learning of Chinese as a Foreign Language Jun Da, Yanqun Zheng
Chuanren Ke is Professor of Chinese and Second Language Acquisition and Director of both the SLA PhD program (FLARE) and the Confucius Institute at the University of Iowa.