Teaching and Learning Chinese as a Second or Foreign Language: Emerging Trends

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.

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

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

Review :
In building on the foundation of empirical research on Chinese as a second language (CSL) already produced over the past three decades, Professor Sung and her fellow authors are to be commended for both highlighting what has already been established and what yet needs to be explored. In particular, the articles that focus on Chinese language learning at the pre-collegiate level serve to begin to fill where there remains significant gaps in our knowledge – gaps that must be filled to effectively and efficiently develop CSL competency throughout the world.