This collection brings together a series of empirical studies on topics surrounding classrooms of Chinese as a second language (L2) by drawing on a range of theoretical frameworks, methodological strategies, and pedagogical perspectives.
This collection brings together a series of empirical studies on topics surrounding classrooms of Chinese as a second language (L2) by drawing on a range of theoretical frameworks, methodological strategies, and pedagogical perspectives.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Fangyuan Yuan is a Professor in the Languages and Cultures Department at the United States Naval Academy, USA. Shuai Li is an Associate Professor and Chinese Program Coordinator in the World Languages & Cultures Department at Georgia State University, USA.
Inhaltsangabe
Chapter 1. An Overview: Classroom Research and Chinese as a Second Language Fangyuan Yuan and Shuai Li Part I: Efficiency of Form-Focused Instruction and Task-Based Teaching Chapter 2. The Effects of Tone Training on Tone Perception Accuracy in Chinese Language Classrooms Yen-Chen Hao and Jennifer Li-Chia Liu Chapter 3. Differential Effects of Recasts and Metalinguistic Prompts on the Acquisition of Chinese Wh-questions and Classifiers Yu Wu Chapter 4. Effects of Task Repetition on the Interlanguage Development of Chinese Aspect Marker Le Fangyuan Yuan Chapter 5. Effects of Explicit Instruction on Chinese Syntactic Complexity in Repeated Story Retelling Tasks Qiaona Yu Chapter 6. The Effects of Online Writing on Heritage Language Anxiety - A Bayesian Analysis Yang Xiao-Desai Part II: Interlanguage Development and Classroom Teaching and Learning Chapter 7. Radical Awareness Development of L2 Chinese Learners in the U.S.: Comparing Heritage Learners and Non-Heritage Learners Tianxu Chen Chapter 8. Understanding Learners' Vocabulary Profiles in L2 Chinese Classrooms Haomin Zhang Chapter 9. Development of Pragmatic and Grammatical Awareness in L2 Chinese Classrooms Li Yang Chapter 10. Measurement Quality and Rating Scale Functioning of a CSL Classroom Assessment Instrument Shuai Li, Yali Feng, and Ting Wen Part III: Teachers' Perceptions, Practices, and Professional Development Chapter 11. K-12 Chinese Language Teachers' Perceptions of Classroom Portfolio Assessment Zheng Gu, Yanjiang Teng, Xuexue Yang, and Dongbo Zhang Chapter 12. Teaching Chinese at American Charter Schools: Identity and Classroom Teaching Wenhao Diao and Hsuan-Ying Liu
Chapter 1. An Overview: Classroom Research and Chinese as a Second Language Fangyuan Yuan and Shuai Li Part I: Efficiency of Form-Focused Instruction and Task-Based Teaching Chapter 2. The Effects of Tone Training on Tone Perception Accuracy in Chinese Language Classrooms Yen-Chen Hao and Jennifer Li-Chia Liu Chapter 3. Differential Effects of Recasts and Metalinguistic Prompts on the Acquisition of Chinese Wh-questions and Classifiers Yu Wu Chapter 4. Effects of Task Repetition on the Interlanguage Development of Chinese Aspect Marker Le Fangyuan Yuan Chapter 5. Effects of Explicit Instruction on Chinese Syntactic Complexity in Repeated Story Retelling Tasks Qiaona Yu Chapter 6. The Effects of Online Writing on Heritage Language Anxiety - A Bayesian Analysis Yang Xiao-Desai Part II: Interlanguage Development and Classroom Teaching and Learning Chapter 7. Radical Awareness Development of L2 Chinese Learners in the U.S.: Comparing Heritage Learners and Non-Heritage Learners Tianxu Chen Chapter 8. Understanding Learners' Vocabulary Profiles in L2 Chinese Classrooms Haomin Zhang Chapter 9. Development of Pragmatic and Grammatical Awareness in L2 Chinese Classrooms Li Yang Chapter 10. Measurement Quality and Rating Scale Functioning of a CSL Classroom Assessment Instrument Shuai Li, Yali Feng, and Ting Wen Part III: Teachers' Perceptions, Practices, and Professional Development Chapter 11. K-12 Chinese Language Teachers' Perceptions of Classroom Portfolio Assessment Zheng Gu, Yanjiang Teng, Xuexue Yang, and Dongbo Zhang Chapter 12. Teaching Chinese at American Charter Schools: Identity and Classroom Teaching Wenhao Diao and Hsuan-Ying Liu
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