Pub Date : 2024-03-29DOI: 10.1515/caslar-2024-0003
Alexander Funk
This study proposes that when parents are involved in providing learning support, the success rates for language acquisition are significantly higher. This paper explores the pedagogical strategies employed by non-Mandarin speaking parents through interactions to support their children’s language development. A cross case analysis carried out with five high achieving children and their families showed that parents were involved personally in their child’s education. They took it upon themselves to read with the child, play with the child, learn the language together with the child, assess the child and create opportunities for the child to practise the language. The study revealed that the support and psychological tools parents used helped to mediate their children’s language development process within family practices. These psychological tools could be adopted in classroom settings to supplement language acquisition pedagogies used by teachers.
{"title":"The relationship between parental involvement and children’s language acquisition","authors":"Alexander Funk","doi":"10.1515/caslar-2024-0003","DOIUrl":"https://doi.org/10.1515/caslar-2024-0003","url":null,"abstract":"\u0000 This study proposes that when parents are involved in providing learning support, the success rates for language acquisition are significantly higher. This paper explores the pedagogical strategies employed by non-Mandarin speaking parents through interactions to support their children’s language development. A cross case analysis carried out with five high achieving children and their families showed that parents were involved personally in their child’s education. They took it upon themselves to read with the child, play with the child, learn the language together with the child, assess the child and create opportunities for the child to practise the language. The study revealed that the support and psychological tools parents used helped to mediate their children’s language development process within family practices. These psychological tools could be adopted in classroom settings to supplement language acquisition pedagogies used by teachers.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"61 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140366452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-29DOI: 10.1515/caslar-2024-0002
Shenglan Zhang
Chinese characters have been the most challenging aspect of the language to American learners. Whether or not and how to teach Chinese characters to beginner learners have been debated since the 1930s. Nowadays, the ubiquitous presence of computers and tablets has complicated how Chinese characters should be integrated in the curriculum. It is important to systematically review what scholars have proposed regarding curriculum design for teaching characters in the United States. In this systematic review study, an exhaustive search through the past nine decades of scholarship on teaching Chinese characters identified 16 peer-reviewed journal articles published since 1937 that focused on teaching Chinese characters at the level of course design and overall curriculum design for a Chinese program. Two themes regarding character teaching – when and what to teach – were identified. Each theme was analyzed in detail, and a tentative model was proposed based on that analysis.
{"title":"Curriculum design in teaching Chinese characters to American students: when and what?","authors":"Shenglan Zhang","doi":"10.1515/caslar-2024-0002","DOIUrl":"https://doi.org/10.1515/caslar-2024-0002","url":null,"abstract":"\u0000 Chinese characters have been the most challenging aspect of the language to American learners. Whether or not and how to teach Chinese characters to beginner learners have been debated since the 1930s. Nowadays, the ubiquitous presence of computers and tablets has complicated how Chinese characters should be integrated in the curriculum. It is important to systematically review what scholars have proposed regarding curriculum design for teaching characters in the United States. In this systematic review study, an exhaustive search through the past nine decades of scholarship on teaching Chinese characters identified 16 peer-reviewed journal articles published since 1937 that focused on teaching Chinese characters at the level of course design and overall curriculum design for a Chinese program. Two themes regarding character teaching – when and what to teach – were identified. Each theme was analyzed in detail, and a tentative model was proposed based on that analysis.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"87 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140366220","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-29DOI: 10.1515/caslar-2024-0001
Jia Lin, Gengsong Gao, Ting Huang
This study investigated how 22 college-level Chinese as a second language (CSL) learners used reading strategies when reading essays of various genres in a strategies-based reading instruction program, in which they were explicitly taught ten top-down reading strategies. In addition to strategy use frequency and preference, this study explored the interrelationships among multiple strategies and whether strategy use frequency correlated with reading proficiency. Qualitative and quantitative data analyses revealed that the most frequently used strategies included previewing, anticipating, making a summary, and attending selectively. They were used in combination with other strategies in an orchestrated way. This study did not find a significant correlation between reading proficiency and total strategy use frequency or the frequency of using any single strategy. Strategy use frequency alone, without considering strategy use accuracy and appropriateness, might not be a good indicator of reading proficiency. This study provides an in-depth analysis of how CSL readers used single strategies and blended multiple strategies. Its findings shed light on second language learners’ reading process, reading difficulties, and the rationales behind their strategy use. Pedagogical implications are provided for CSL teachers regarding how to embed explicit strategy training into reading classes.
{"title":"Top-down Chinese as a second language reading strategies","authors":"Jia Lin, Gengsong Gao, Ting Huang","doi":"10.1515/caslar-2024-0001","DOIUrl":"https://doi.org/10.1515/caslar-2024-0001","url":null,"abstract":"\u0000 This study investigated how 22 college-level Chinese as a second language (CSL) learners used reading strategies when reading essays of various genres in a strategies-based reading instruction program, in which they were explicitly taught ten top-down reading strategies. In addition to strategy use frequency and preference, this study explored the interrelationships among multiple strategies and whether strategy use frequency correlated with reading proficiency. Qualitative and quantitative data analyses revealed that the most frequently used strategies included previewing, anticipating, making a summary, and attending selectively. They were used in combination with other strategies in an orchestrated way. This study did not find a significant correlation between reading proficiency and total strategy use frequency or the frequency of using any single strategy. Strategy use frequency alone, without considering strategy use accuracy and appropriateness, might not be a good indicator of reading proficiency. This study provides an in-depth analysis of how CSL readers used single strategies and blended multiple strategies. Its findings shed light on second language learners’ reading process, reading difficulties, and the rationales behind their strategy use. Pedagogical implications are provided for CSL teachers regarding how to embed explicit strategy training into reading classes.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"92 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140366341","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Wenhua Jin, Chunsheng Yang, Yiping Zhang, Wayne Wenchao He
This study examines English speaking learners’ acquisition of three Chinese de structures, including Nominalization, Cleft, and Relative Clause. Our findings reveal different acquisition patterns for the three structures and identify several major factors such as structural similarities and differences between the native and second languages, feature configurations, native language transfer, memory factors such as the storage and integration cost, learner avoidance strategy, and motivation as role players in the learning process. This study presents new data and perspectives on the understanding of the second language acquisition of Chinese de structures, reveals the acquisitional effects of the identified major factors, proves the validity of Feature Reassembly Hypothesis (FRH) and Storage and Integration Resources Accounts (SIRA) as potential universal principles that affect the processing and acquisition of the second language, and provides theoretical and pedagogical implications for the fields of Chinese as a second language and second language acquisition in general as well.
{"title":"Acquisition of three Chinese <i>de</i> structures by English-speaking learners","authors":"Wenhua Jin, Chunsheng Yang, Yiping Zhang, Wayne Wenchao He","doi":"10.1075/csl.22016.jin","DOIUrl":"https://doi.org/10.1075/csl.22016.jin","url":null,"abstract":"This study examines English speaking learners’ acquisition of three Chinese de structures, including Nominalization, Cleft, and Relative Clause. Our findings reveal different acquisition patterns for the three structures and identify several major factors such as structural similarities and differences between the native and second languages, feature configurations, native language transfer, memory factors such as the storage and integration cost, learner avoidance strategy, and motivation as role players in the learning process. This study presents new data and perspectives on the understanding of the second language acquisition of Chinese de structures, reveals the acquisitional effects of the identified major factors, proves the validity of Feature Reassembly Hypothesis (FRH) and Storage and Integration Resources Accounts (SIRA) as potential universal principles that affect the processing and acquisition of the second language, and provides theoretical and pedagogical implications for the fields of Chinese as a second language and second language acquisition in general as well.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136136704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-20DOI: 10.1515/caslar-2023-frontmatter2
{"title":"Frontmatter","authors":"","doi":"10.1515/caslar-2023-frontmatter2","DOIUrl":"https://doi.org/10.1515/caslar-2023-frontmatter2","url":null,"abstract":"","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136263884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-19DOI: 10.1515/caslar-2023-2002
Xinya Lan, Zhonggen Yu
Abstract With the advent of information and communication technology, telecollaboration projects in foreign language education have received growing attention. This study critically reviews telecollaboration practices in the context of Chinese as a second language. Our objective is to identify the inherent problems associated with existing programs and suggest a comprehensive framework for new telecollaborative practices, encompassing aspects such as language partner-matching, research topics, in/pre-service teacher-related issues, and overall benefits, adverse effects, and limitations of such. The study employed VOSviewer and CitNetExplorer to visualize partial results and followed the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocol (PRISMA-P) for screening literature. The findings indicate a pressing need to address the rationale behind selecting and matching language partners for Chinese as a second language. The predominant research topics concern student perception and learning gains resulting from telecollaboration projects, with scant attention given to teacher perception and requisite training, specifically among pre-service Chinese teachers. Additionally, the researchers examined the implications for future research, notably the establishment of a shared resource platform designed to enhance writing, reading, interpreting, and translating skills within the scope of informal Chinese language learning contexts, particularly in the wake of the COVID-19 pandemic.
{"title":"A critical review of telecollaboration in Chinese as a second language education: a post-COVID-19 outlook","authors":"Xinya Lan, Zhonggen Yu","doi":"10.1515/caslar-2023-2002","DOIUrl":"https://doi.org/10.1515/caslar-2023-2002","url":null,"abstract":"Abstract With the advent of information and communication technology, telecollaboration projects in foreign language education have received growing attention. This study critically reviews telecollaboration practices in the context of Chinese as a second language. Our objective is to identify the inherent problems associated with existing programs and suggest a comprehensive framework for new telecollaborative practices, encompassing aspects such as language partner-matching, research topics, in/pre-service teacher-related issues, and overall benefits, adverse effects, and limitations of such. The study employed VOSviewer and CitNetExplorer to visualize partial results and followed the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocol (PRISMA-P) for screening literature. The findings indicate a pressing need to address the rationale behind selecting and matching language partners for Chinese as a second language. The predominant research topics concern student perception and learning gains resulting from telecollaboration projects, with scant attention given to teacher perception and requisite training, specifically among pre-service Chinese teachers. Additionally, the researchers examined the implications for future research, notably the establishment of a shared resource platform designed to enhance writing, reading, interpreting, and translating skills within the scope of informal Chinese language learning contexts, particularly in the wake of the COVID-19 pandemic.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135060786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-19DOI: 10.1515/caslar-2023-2005
洪刚 靳
提要 二十一世纪新时期给我们带来了新的教学常态和新的挑战, 汉语为二语教学领域也开始对项目建设提出了一系列新的思考。本文的讨论主要集中在教学法和师资培训这两个方面的挑战和机遇。在教学方法上, 本文提出新时期的教学要采用一套有新理论、有程序、有相应技巧的教学法系统。这一系统基于成人学习二语的特点, 不但把教学重点放在课堂的教学过程上, 而且提供系统的基础理论、具体的教学程序和实施技巧, 便于教师掌握、操作。在师资培训上, 本文提出一种混合模式的教师培训 (a hybrid teacher training model), 兼顾理论和实践, 结合模拟与真实课堂的教学, 进行分课型、分技巧、结合科技的训练, 利用线上、线下反复练习等, 以保证教师的专业能力发展。
提要 二十一世纪新时期给我们带来了新的教学常态和新的挑战, 汉语为二语教学领域也开始对项目建设提出了一系列新的思考。本文的讨论主要集中在教学法和师资培训这两个方面的挑战和机遇。在教学方法上, 本文提出新时期的教学要采用一套有新理论、有程序、有相应技巧的教学法系统。这一系统基于成人学习二语的特点, 不但把教学重点放在课堂的教学过程上, 而且提供系统的基础理论、具体的教学程序和实施技巧, 便于教师掌握、操作。在师资培训上, 本文提出一种混合模式的教师培训 (a hybrid teacher training model), 兼顾理论和实践, 结合模拟与真实课堂的教学, 进行分课型、分技巧、结合科技的训练, 利用线上、线下反复练习等, 以保证教师的专业能力发展。
{"title":"汉语为二语项目建设的理论与实践: 从教学法、师资培训谈起","authors":"洪刚 靳","doi":"10.1515/caslar-2023-2005","DOIUrl":"https://doi.org/10.1515/caslar-2023-2005","url":null,"abstract":"提要 二十一世纪新时期给我们带来了新的教学常态和新的挑战, 汉语为二语教学领域也开始对项目建设提出了一系列新的思考。本文的讨论主要集中在教学法和师资培训这两个方面的挑战和机遇。在教学方法上, 本文提出新时期的教学要采用一套有新理论、有程序、有相应技巧的教学法系统。这一系统基于成人学习二语的特点, 不但把教学重点放在课堂的教学过程上, 而且提供系统的基础理论、具体的教学程序和实施技巧, 便于教师掌握、操作。在师资培训上, 本文提出一种混合模式的教师培训 (a hybrid teacher training model), 兼顾理论和实践, 结合模拟与真实课堂的教学, 进行分课型、分技巧、结合科技的训练, 利用线上、线下反复练习等, 以保证教师的专业能力发展。","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135060777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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