This cutting-edge collection of empirical research focuses on teaching and learning Chinese as a Second Language (CSL) in Singapore and contributes to CSL or Chinese as a Foreign Language (CFL) pedagogy directly by closing the gap between research and practice.Studies in this volume are organised according to the different CSL/CFL teaching and learning settings, which include diverse theoretical frameworks (e.g., psychological, sociocultural, and cognitive), methodologies (qualitative, quantitative, and mixed methods), modes of instruction (face-to-face and computer-mediated), targets of instruction (character learning, reading, writing, motivation, and professional learning), and levels of instruction (pre-school, primary, and secondary). With original and engaging teaching and learning tools and techniques, this book is very useful for local and international teachers and researchers who seek to understand and explore CSL/CFL students' learning processes and effective learning strategies as well as professional training methods.Moving from theory to practice, this volume is an essential and rich resource for courses in Teaching Chinese to Speakers of Other Languages (TCSOL) programmes, pre-service teaching-training courses, and those who are interested in upgrading their second language acquisition knowledge bases and techniques.

This cutting-edge collection of empirical research focuses on teaching and learning Chinese as a Second Language (CSL) in Singapore and contributes to CSL or Chinese as a Foreign Language (CFL) pedagogy directly by closing the gap between research and practice.Studies in this volume are organised according to the different CSL/CFL teaching and learning settings, which include diverse theoretical frameworks (e.g., psychological, sociocultural, and cognitive), methodologies (qualitative, quantitative, and mixed methods), modes of instruction (face-to-face and computer-mediated), targets of instruction (character learning, reading, writing, motivation, and professional learning), and levels of instruction (pre-school, primary, and secondary). With original and engaging teaching and learning tools and techniques, this book is very useful for local and international teachers and researchers who seek to understand and explore CSL/CFL students' learning processes and effective learning strategies as well as professional training methods.Moving from theory to practice, this volume is an essential and rich resource for courses in Teaching Chinese to Speakers of Other Languages (TCSOL) programmes, pre-service teaching-training courses, and those who are interested in upgrading their second language acquisition knowledge bases and techniques.

This cutting-edge collection of empirical research focuses on teaching and learning Chinese as a Second Language (CSL) in Singapore and contributes to CSL or Chinese as a Foreign Language (CFL) pedagogy directly by closing the gap between research and practice.Studies in this volume are organised according to the different CSL/CFL teaching and learning settings, which include diverse theoretical frameworks (e.g., psychological, sociocultural, and cognitive), methodologies (qualitative, quantitative, and mixed methods), modes of instruction (face-to-face and computer-mediated), targets of instruction (character learning, reading, writing, motivation, and professional learning), and levels of instruction (pre-school, primary, and secondary). With original and engaging teaching and learning tools and techniques, this book is very useful for local and international teachers and researchers who seek to understand and explore CSL/CFL students’ learning processes and effective learning strategies as well as professional training methods.Moving from theory to practice, this volume is an essential and rich resource for courses in Teaching Chinese to Speakers of Other Languages (TCSOL) programmes, pre-service teaching-training courses, and those who are interested in upgrading their second language acquisition knowledge bases and techniques.

This book examines the relationship between Chinese college-level test takers' strategy use and reading test performance using a Structural Equation Modelling Approach. With a large sample of Chinese college-level test takers, the book investigates  the underlying structure of the EFL reading test. It suggests implications for classroom teachers and testing researchers about the relationship between metacognitive and cognitive strategy use in testing contexts.

This cutting-edge collection of empirical research focuses on teaching and learning Chinese as a Second Language (CSL) in Singapore and contributes to CSL or Chinese as a Foreign Language (CFL) pedagogy directly by closing the gap between research and practice.Studies in this volume are organised according to the different CSL/CFL teaching and learning settings, which include diverse theoretical frameworks (e.g., psychological, sociocultural, and cognitive), methodologies (qualitative, quantitative, and mixed methods), modes of instruction (face-to-face and computer-mediated), targets of instruction (character learning, reading, writing, motivation, and professional learning), and levels of instruction (pre-school, primary, and secondary). With original and engaging teaching and learning tools and techniques, this book is very useful for local and international teachers and researchers who seek to understand and explore CSL/CFL students' learning processes and effective learning strategies as well as professional training methods.Moving from theory to practice, this volume is an essential and rich resource for courses in Teaching Chinese to Speakers of Other Languages (TCSOL) programmes, pre-service teaching-training courses, and those who are interested in upgrading their second language acquisition knowledge bases and techniques.

This cutting-edge collection of empirical research focuses on teaching and learning Chinese as a Second Language (CSL) in Singapore and contributes to CSL or Chinese as a Foreign Language (CFL) pedagogy directly by closing the gap between research and practice.Studies in this volume are organised according to the different CSL/CFL teaching and learning settings, which include diverse theoretical frameworks (e.g., psychological, sociocultural, and cognitive), methodologies (qualitative, quantitative, and mixed methods), modes of instruction (face-to-face and computer-mediated), targets of instruction (character learning, reading, writing, motivation, and professional learning), and levels of instruction (pre-school, primary, and secondary). With original and engaging teaching and learning tools and techniques, this book is very useful for local and international teachers and researchers who seek to understand and explore CSL/CFL students' learning processes and effective learning strategies as well as professional training methods.Moving from theory to practice, this volume is an essential and rich resource for courses in Teaching Chinese to Speakers of Other Languages (TCSOL) programmes, pre-service teaching-training courses, and those who are interested in upgrading their second language acquisition knowledge bases and techniques.

This cutting-edge collection of empirical research focuses on teaching and learning Chinese as a Second Language (CSL) in Singapore and contributes to CSL or Chinese as a Foreign Language (CFL) pedagogy directly by closing the gap between research and practice.Studies in this volume are organised according to the different CSL/CFL teaching and learning settings, which include diverse theoretical frameworks (e.g., psychological, sociocultural, and cognitive), methodologies (qualitative, quantitative, and mixed methods), modes of instruction (face-to-face and computer-mediated), targets of instruction (character learning, reading, writing, motivation, and professional learning), and levels of instruction (pre-school, primary, and secondary). With original and engaging teaching and learning tools and techniques, this book is very useful for local and international teachers and researchers who seek to understand and explore CSL/CFL students’ learning processes and effective learning strategies as well as professional training methods.Moving from theory to practice, this volume is an essential and rich resource for courses in Teaching Chinese to Speakers of Other Languages (TCSOL) programmes, pre-service teaching-training courses, and those who are interested in upgrading their second language acquisition knowledge bases and techniques.

This book examines the relationship between Chinese college-level test takers' strategy use and reading test performance using a Structural Equation Modelling Approach. With a large sample of Chinese college-level test takers, the book investigates  the underlying structure of the EFL reading test. It suggests implications for classroom teachers and testing researchers about the relationship between metacognitive and cognitive strategy use in testing contexts.