Yang Lu – författare

Teaching and Learning Chinese in Higher Education deals with the current issues and challenges faced by teachers and learners of Chinese.

Written by leading professionals and academics, the book is the first collection of research articles based on data collected in higher education institutions in the UK. The studies focus on concerns related to learners of Chinese as a foreign language (CFL) and aim to establish studies on teaching Chinese as a foreign language (TCFL) as part of the mainstream of applied linguistics

The contributors have applied their theoretical backgrounds in applied linguistics and education to tackle issues such as how to benchmark the Chinese written language with CEFR, how to integrate standardised Chinese proficiency tests with institutional assessments and teaching methodologies.

Teaching and Learning Chinese in Higher Education will be invaluable to professionals, academics and students seeking theoretical frameworks in applied linguistics for TCFL.

Teaching and Learning Chinese in Higher Education deals with the current issues and challenges faced by teachers and learners of Chinese.

Written by leading professionals and academics, the book is the first collection of research articles based on data collected in higher education institutions in the UK. The studies focus on concerns related to learners of Chinese as a foreign language (CFL) and aim to establish studies on teaching Chinese as a foreign language (TCFL) as part of the mainstream of applied linguistics

The contributors have applied their theoretical backgrounds in applied linguistics and education to tackle issues such as how to benchmark the Chinese written language with CEFR, how to integrate standardised Chinese proficiency tests with institutional assessments and teaching methodologies.

Teaching and Learning Chinese in Higher Education will be invaluable to professionals, academics and students seeking theoretical frameworks in applied linguistics for TCFL.

As two Asian giants and rising power, the interactions between India and China have global significance. This book analyses the multifaceted and multi-layered character of Sino-Indian relations since the beginning of the 21st century in a period marked by cooperation and competition.

Positioned in a social constructivist framework that emphasizes mutual perceptions and socialization, the book draws analytical leverage from two core concepts – national identity and national interest – to form the basis of the research inquiry. The author argues that the dynamics of national identity and national interest play an important role in determining their relations and shows how and why in the current international structure, including a context of accelerated globalization, their national identities as rising power and emerging power coupled with national interest of economic development have defined and directed their international positions and foreign policy-making.

A unique approach to analysing Sino-Indian relations, this book is of interest to academics in the fields of Asian Politics and International Relations.

As two Asian giants and rising power, the interactions between India and China have global significance. This book analyses the multifaceted and multi-layered character of Sino-Indian relations since the beginning of the 21st century in a period marked by cooperation and competition.

Positioned in a social constructivist framework that emphasizes mutual perceptions and socialization, the book draws analytical leverage from two core concepts – national identity and national interest – to form the basis of the research inquiry. The author argues that the dynamics of national identity and national interest play an important role in determining their relations and shows how and why in the current international structure, including a context of accelerated globalization, their national identities as rising power and emerging power coupled with national interest of economic development have defined and directed their international positions and foreign policy-making.

A unique approach to analysing Sino-Indian relations, this book is of interest to academics in the fields of Asian Politics and International Relations.

Assessing Learners’ Competence in L2 Chinese is the first book intended to answer the question on whether existing standardised and classroom-based assessments can reflect learners’ competence in L2 Chinese.

The Chinese language has enjoyed increasing global popularity amongst second/foreign language learners and has become one of the major modern languages for school and university curricula. However, to many teachers and researchers, it has been difficult to answer with confidence whether the existing standardised and classroom tests can reflect learners’ competence in L2 Chinese. This book defines and redefines the constructs for assessing L2 Chinese competence that have been overlooked or misplaced because of the unique features of the Chinese language.

The book provides theoretical backgrounds and practical methodologies for assessing competence in L2 Chinese trainees and experienced teachers of Chinese as a second language. It will provide invaluable guidelines and ready-made workshop materials for postgraduate teacher training programmes. Researchers and academics will find innovative frameworks on the subject for further studies and debates.

Assessing Learners’ Competence in L2 Chinese is the first book intended to answer the question on whether existing standardised and classroom-based assessments can reflect learners’ competence in L2 Chinese.

The Chinese language has enjoyed increasing global popularity amongst second/foreign language learners and has become one of the major modern languages for school and university curricula. However, to many teachers and researchers, it has been difficult to answer with confidence whether the existing standardised and classroom tests can reflect learners’ competence in L2 Chinese. This book defines and redefines the constructs for assessing L2 Chinese competence that have been overlooked or misplaced because of the unique features of the Chinese language.

The book provides theoretical backgrounds and practical methodologies for assessing competence in L2 Chinese trainees and experienced teachers of Chinese as a second language. It will provide invaluable guidelines and ready-made workshop materials for postgraduate teacher training programmes. Researchers and academics will find innovative frameworks on the subject for further studies and debates.