This edited volume focuses on writing Chinese as a second language (L2). It provides readers with cutting-edge empirical research and insightful teaching methods and strategies for effectively developing L2 writing competence in L2 Chinese classroom contexts. The themes encompass heritage versus foreign language writers, individual versus collaborative writing, writing as process versus writing as product, writing-focused intervention and written corrective feedback in L2 Chinese classrooms, as well as online writing instruction during and beyond the pandemic. In addition to providing meaningful and innovative contributions for graduate students and researchers who wish to further explore learners' writing development in L2 Chinese, each chapter offers practical, detailed and insightful pedagogical recommendations to assist language teachers and educators, graduate students and research scholars in making well-informed decisions on writing instruction in L2 Chinese and to facilitate the implementation of writing-focused activities within classrooms.
Table of Contents:
Contributors
Acknowledgments
Li Yang and Laura Valentín-Rivera: Contextualizing the Importance of Writing: A Call for Action in L2 Chinese Classrooms
Chapter 1. Shuyi Yang: Writing Processes and Products of Chinese as Heritage and Foreign Language Learners
Chapter 2. Brian Olovson and Sha Huang: Collaborative Writing in a Tertiary Chinese as a Foreign Language Classroom: Processes and Products
Chapter 3. Li Yang and Zenan Zhao: Learners’ Writing Strategies in L2 Chinese: A Cross-Sectional Study
Chapter 4. Xiaofei Pan: Investigating Nominal Structures in L2 Chinese Writing: A Systemic Functional Linguistics Perspective
Chapter 5. Jia Lin and Gengsong Gao: Exploring L2 Chinese Learners’ Connective Usage in Writing: An Error Analysis Approach
Chapter 6. Lijuan Ye: Facebook as a Mediator for L2 Chinese Writing: Practices and Perceptions
Chapter 7. Laura Valentín-Rivera: The Efficacy of Teachers’ Written Corrective Feedback in the L2 Chinese Classroom: Learner Perceptions and Preferences
Chapter 8. Daniel Román-Zúñiga, Idoia Elola and Raychel Vasseur: L2 Writing under Pandemic Conditions: How Do Chinese and Spanish Instructors Adapt?
Li Yang and Laura Valentín-Rivera: Concluding Remarks
Index
About the Author :
Li Yang is Associate Professor of Chinese in the Department of Modern Languages at Kansas State University, USA. She conducts research on second language acquisition of Chinese, focused on interlanguage pragmatics and second language writing.
Laura Valentín-Rivera is Associate Professor of Spanish in the Department of Modern Languages at Kansas State University, USA. Her academic interests include Spanish applied linguistics, heritage language learners’ literacy skills and collaboration mediated by social tools, and Spanish in the United States.
Review :
This collection of pedagogically-relevant research reports will provide a much-needed resource for L2 Chinese writing specialists. Its chapters focus on important writing-related topics, including collaborative writing, writing for social media, strategy use, the writing of heritage-language learners, writing fluency, syntactic quality, and lexical accuracy. The volume is groundbreaking.
This impressive book contains eight empirical studies on the process and product of L2 Chinese writing competence development at different proficiency levels, in different pedagogical contexts, and with different learning backgrounds. The data-driven pedagogical recommendations from each study offer valuable insights for both L2 researchers and practitioners.
...an excellent resource for both researchers and language educators. It offers a solid foundation of empirical knowledge and pedagogical recommendations to further the researching and teaching of writing in L2 Chinese classrooms. It is most likely to be beneficial for graduate students and scholars interested in conducting research in L2 Chinese writing. All the studies selected in the book followed a rigorous research process with a clear description of the research design, making it possible for future researchers to replicate the study in a different context.
