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Reading in Chinese as an Additional Language Learners’ Development, Instruction, and Assessment

Li, Liu Zhang Dongbo
Innbundet / 2022 / Engelsk

Produktdetaljer

ISBN
9780367464868
Publisert
2022-12-29
Utgiver
Vendor
Routledge
Vekt
712 gr
Høyde
234 mm
Bredde
156 mm
Aldersnivå
P, 06
Språk
Product language
Engelsk
Format
Product format
Innbundet
Antall sider
286

Redaktør
Li, Liu
Zhang Dongbo

Biographical note

Liu Li is Associate Professor of Chinese at the Department of Modern Languages and Classics at Ball State University, U.S.A. She received her PhD in Second Language Acquisition from Carnegie Mellon University. Her research interests include Chinese literacy acquisition, computer-assisted language learning, language learning context, and heritage language learners.

Dongbo Zhang is Professor of Language Education in the Graduate School of Education at the University of Exeter, the U.K. His research interests include second language reading and vocabulary knowledge, bilingualism and literacy, and language teacher education. He previously held appointments in the Department of Teacher Education, Michigan State University, where he directed the Chinese Teacher Certification Program and also coordinated the Doctoral Certificate in English Language Learner Education.

Reading in Chinese as an Additional Language Learners’ Development, Instruction, and Assessment

Li, Liu Zhang Dongbo
Innbundet / 2022 / Engelsk
Li, Liu Zhang Dongbo
Innbundet / 2022 / Engelsk
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Reading in Chinese as an Additional Language focuses on Chinese literacy acquisition, which has been considered most difficult by both learners and teachers of Chinese as an additional language (CAL). Three major areas are covered: (1) acquisition of Chinese characters; (2) reading comprehension subskills and reader’s identity; (3) reading instruction and assessment. The first part delves into the foundation of Chinese literacy development—how to learn and teach Chinese characters. The second part examines various learners’ reading comprehension subskills, as well as the evolution of learners’ literacy identity. The third part explores effective instructional methods and assessment practices for CAL reading development. Theoretically, this book provides frameworks and evidence from both cognitive and sociocultural perspectives on the nature of CAL reading development. Pedagogically, the book showcases how to teach and assess CAL reading skills. Methodologically, this book includes empirical studies using both qualitative and quantitative methods. In terms of scope, the book covers a much broader spectrum of issues about CAL reading research and classroom teaching than has previously been available. Writing is also discussed in several chapters. In terms of technology, the book includes discussion on how the use of computers, the Internet, and social media impacts students’ Chinese literacy acquisition. This book will help CAL researchers and educators better understand the nature of CAL reading development and become well informed about CAL classroom teaching and assessment, including the application of interactive approaches to teaching and assessing diverse reading skills.
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Reading in Chinese as an Additional Language focuses on Chinese literacy acquisition, which has been considered most difficult by both learners and teachers of Chinese as an additional language (CAL).
List of FiguresList of TablesList of contributors AcknowledgementsIntroductionLIU LI AND DONGBO ZHANGPART I Acquisition of Chinese characters1. The effects of stroke-order accuracy on L2 Chinese character writingTianxu Chen, Bing Feng, Mengyue Wang, Khanh-Ngan Doan2. The more the merrier? A synthesis study of single-coded and dual-coded word learning in theory-driven L2 Chinese instructionSihui Ke, Chin-His Lin3. Typing vs handwriting on CFL students’ character learningLiu Li4. Effects of timed dictation on Chinese character writing: A preliminary study in beginning-level CFL learners Siyan Hou, Atsushi FukadaPART II Reading comprehension subskills and readers’ identity 5. The role of character-recognition skills in shallow and deep reading comprehensionWei-Li Hsu6. Development of morphological awareness and its impact on reading among young learners of Chinese as a heritage languageYanhui Zhang, Keiko Koda, Chin-Lung Yang, Chan Lü7. Developmental interdependence between word decoding, vocabulary knowledge, and reading comprehension in young L2 readers of ChineseDongbo Zhang, Xiaoxi Sun 8. A tale of two less successful CSL readers: A qualitative study of reading difficulties and strategies use Sha Huang9. Literacy environment and heritage language learner’s literacy identityLiu LiPART IIIReading instruction and assessment10. Beyond the pages of a book: A Chinese language teacher’s discursive behavior of conducting guided book readingZheng Gu 11. Teaching modern Chinese literature to second-language Chinese students through the use of dramaZiv W.N. Kan, Elizabeth K. Y. Loh12. Reading assessment in Chinese as a foreign languageKeiko Koda, Xiaomeng Li13. Validation of a Chinese online placement testLiu LiIndex
Les mer

Relaterte produkter

Reading in Chinese as an Additional Language focuses on Chinese literacy acquisition, which has been considered most difficult by both learners and teachers of Chinese as an additional language (CAL). Three major areas are covered: (1) acquisition of Chinese characters; (2) reading comprehension subskills and reader’s identity; (3) reading instruction and assessment. The first part delves into the foundation of Chinese literacy development—how to learn and teach Chinese characters. The second part examines various learners’ reading comprehension subskills, as well as the evolution of learners’ literacy identity. The third part explores effective instructional methods and assessment practices for CAL reading development. Theoretically, this book provides frameworks and evidence from both cognitive and sociocultural perspectives on the nature of CAL reading development. Pedagogically, the book showcases how to teach and assess CAL reading skills. Methodologically, this book includes empirical studies using both qualitative and quantitative methods. In terms of scope, the book covers a much broader spectrum of issues about CAL reading research and classroom teaching than has previously been available. Writing is also discussed in several chapters. In terms of technology, the book includes discussion on how the use of computers, the Internet, and social media impacts students’ Chinese literacy acquisition. This book will help CAL researchers and educators better understand the nature of CAL reading development and become well informed about CAL classroom teaching and assessment, including the application of interactive approaches to teaching and assessing diverse reading skills.
Les mer
Reading in Chinese as an Additional Language focuses on Chinese literacy acquisition, which has been considered most difficult by both learners and teachers of Chinese as an additional language (CAL).
List of FiguresList of TablesList of contributors AcknowledgementsIntroductionLIU LI AND DONGBO ZHANGPART I Acquisition of Chinese characters1. The effects of stroke-order accuracy on L2 Chinese character writingTianxu Chen, Bing Feng, Mengyue Wang, Khanh-Ngan Doan2. The more the merrier? A synthesis study of single-coded and dual-coded word learning in theory-driven L2 Chinese instructionSihui Ke, Chin-His Lin3. Typing vs handwriting on CFL students’ character learningLiu Li4. Effects of timed dictation on Chinese character writing: A preliminary study in beginning-level CFL learners Siyan Hou, Atsushi FukadaPART II Reading comprehension subskills and readers’ identity 5. The role of character-recognition skills in shallow and deep reading comprehensionWei-Li Hsu6. Development of morphological awareness and its impact on reading among young learners of Chinese as a heritage languageYanhui Zhang, Keiko Koda, Chin-Lung Yang, Chan Lü7. Developmental interdependence between word decoding, vocabulary knowledge, and reading comprehension in young L2 readers of ChineseDongbo Zhang, Xiaoxi Sun 8. A tale of two less successful CSL readers: A qualitative study of reading difficulties and strategies use Sha Huang9. Literacy environment and heritage language learner’s literacy identityLiu LiPART IIIReading instruction and assessment10. Beyond the pages of a book: A Chinese language teacher’s discursive behavior of conducting guided book readingZheng Gu 11. Teaching modern Chinese literature to second-language Chinese students through the use of dramaZiv W.N. Kan, Elizabeth K. Y. Loh12. Reading assessment in Chinese as a foreign languageKeiko Koda, Xiaomeng Li13. Validation of a Chinese online placement testLiu LiIndex
Les mer

Produktdetaljer

ISBN
9780367464868
Publisert
2022-12-29
Utgiver
Vendor
Routledge
Vekt
712 gr
Høyde
234 mm
Bredde
156 mm
Aldersnivå
P, 06
Språk
Product language
Engelsk
Format
Product format
Innbundet
Antall sider
286

Redaktør
Li, Liu
Zhang Dongbo

Biographical note

Liu Li is Associate Professor of Chinese at the Department of Modern Languages and Classics at Ball State University, U.S.A. She received her PhD in Second Language Acquisition from Carnegie Mellon University. Her research interests include Chinese literacy acquisition, computer-assisted language learning, language learning context, and heritage language learners.

Dongbo Zhang is Professor of Language Education in the Graduate School of Education at the University of Exeter, the U.K. His research interests include second language reading and vocabulary knowledge, bilingualism and literacy, and language teacher education. He previously held appointments in the Department of Teacher Education, Michigan State University, where he directed the Chinese Teacher Certification Program and also coordinated the Doctoral Certificate in English Language Learner Education.

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