Routledge Studies in Chinese as a Foreign Language – serie

Teaching and Researching Chinese Second Language Listening focuses on Chinese L2 listening with theory and pedagogy at its heart. The objectives of the book are to recount the development of Chinese L2 listening pedagogy, to synthesize research on Chinese L2 listening, and to propose a Chinese L2 listening approach.This book is the first to bridge the gap between Chinese L2 and general L2 listening and develop a much-needed systematic teaching approach to Chinese listening based on research findings in L2 listening, the unique features of the Chinese language, and the distinctive characteristics of the Chinese L2 learner population. This book grounds Chinese L2 teaching in solid theories of L2 acquisition and teaching. The research-informed and evidence-based Chinese L2 teaching approach proposed in the book seeks to move beyond the traditional product-oriented approach to integrate form-, meaning-, process-, and learner-focused listening. This book also discusses Chinese L2 listening from learners’ perspectives: heritage versus non-heritage learners and motivation. These are presented together with theory and teaching practice.The book is aimed at researchers, in-service teachers and students taking upper-level undergraduate courses and postgraduate courses for programs in Chinese applied linguistics and teaching Chinese as a second language (TCSL).Chinese listening studies to date have mostly been published in the Chinese language, which severely limits their readership. This book is therefore written in English to fill the gap in current scholarship. Due to a large number of Chinese learners and the consequential booming programs in TCSL and CIE (Chinese international education), it is important to dedicate a book specifically to Chinese listening.

Teaching and Researching Chinese Second Language Listening focuses on Chinese L2 listening with theory and pedagogy at its heart. The objectives of the book are to recount the development of Chinese L2 listening pedagogy, to synthesize research on Chinese L2 listening, and to propose a Chinese L2 listening approach.This book is the first to bridge the gap between Chinese L2 and general L2 listening and develop a much-needed systematic teaching approach to Chinese listening based on research findings in L2 listening, the unique features of the Chinese language, and the distinctive characteristics of the Chinese L2 learner population. This book grounds Chinese L2 teaching in solid theories of L2 acquisition and teaching. The research-informed and evidence-based Chinese L2 teaching approach proposed in the book seeks to move beyond the traditional product-oriented approach to integrate form-, meaning-, process-, and learner-focused listening. This book also discusses Chinese L2 listening from learners’ perspectives: heritage versus non-heritage learners and motivation. These are presented together with theory and teaching practice.The book is aimed at researchers, in-service teachers and students taking upper-level undergraduate courses and postgraduate courses for programs in Chinese applied linguistics and teaching Chinese as a second language (TCSL).Chinese listening studies to date have mostly been published in the Chinese language, which severely limits their readership. This book is therefore written in English to fill the gap in current scholarship. Due to a large number of Chinese learners and the consequential booming programs in TCSL and CIE (Chinese international education), it is important to dedicate a book specifically to Chinese listening.

Reading in Chinese as an Additional Language focuses on Chinese literacy acquisition, which has been considered most difficult by both learners and teachers of Chinese as an additional language (CAL). Three major areas are covered: (1) acquisition of Chinese characters; (2) reading comprehension subskills and reader’s identity; (3) reading instruction and assessment. The first part delves into the foundation of Chinese literacy development—how to learn and teach Chinese characters. The second part examines various learners’ reading comprehension subskills, as well as the evolution of learners’ literacy identity. The third part explores effective instructional methods and assessment practices for CAL reading development. Theoretically, this book provides frameworks and evidence from both cognitive and sociocultural perspectives on the nature of CAL reading development. Pedagogically, the book showcases how to teach and assess CAL reading skills. Methodologically, this book includes empirical studies using both qualitative and quantitative methods. In terms of scope, the book covers a much broader spectrum of issues about CAL reading research and classroom teaching than has previously been available. Writing is also discussed in several chapters. In terms of technology, the book includes discussion on how the use of computers, the Internet, and social media impacts students’ Chinese literacy acquisition. This book will help CAL researchers and educators better understand the nature of CAL reading development and become well informed about CAL classroom teaching and assessment, including the application of interactive approaches to teaching and assessing diverse reading skills.

Reading in Chinese as an Additional Language focuses on Chinese literacy acquisition, which has been considered most difficult by both learners and teachers of Chinese as an additional language (CAL). Three major areas are covered: (1) acquisition of Chinese characters; (2) reading comprehension subskills and reader’s identity; (3) reading instruction and assessment. The first part delves into the foundation of Chinese literacy development—how to learn and teach Chinese characters. The second part examines various learners’ reading comprehension subskills, as well as the evolution of learners’ literacy identity. The third part explores effective instructional methods and assessment practices for CAL reading development. Theoretically, this book provides frameworks and evidence from both cognitive and sociocultural perspectives on the nature of CAL reading development. Pedagogically, the book showcases how to teach and assess CAL reading skills. Methodologically, this book includes empirical studies using both qualitative and quantitative methods. In terms of scope, the book covers a much broader spectrum of issues about CAL reading research and classroom teaching than has previously been available. Writing is also discussed in several chapters. In terms of technology, the book includes discussion on how the use of computers, the Internet, and social media impacts students’ Chinese literacy acquisition. This book will help CAL researchers and educators better understand the nature of CAL reading development and become well informed about CAL classroom teaching and assessment, including the application of interactive approaches to teaching and assessing diverse reading skills.

This book integrates culture and authenticity into Chinese classroom practice through exploring the potential of contemporary TV drama as teaching and learning materials for intercultural Chinese language teaching and learning.In addressing the four main challenges in culture teaching in Teaching Chinese as a Foreign Language (TCFL), this book focuses on precisely this area of pedagogical practice in Chinese as foreign language education and draws on a wide interdisciplinary base, including foreign language education, cultural studies, and intercultural communication to explore the potential of authentic TV drama as language and culture materials for revitalising TCFL and foreign language teaching more generally. It examines in detail the culturally shaped beliefs, values, and practices that give meaning to the action and language of the selected clips in a modern, award-winning Chinese TV drama.This book shows a potential experiential pathway into (pedagogical) practices to bring contemporary culture into classrooms, to engage learners with contemporary and authentic texts, and to encourage inquiry-focused teaching practices, which – in being intercultural – allow for learners’ own interpretations of cultural messages in interaction and to recognise learners as learning to understand their own values and beliefs as they learn to explore those of other cultures.

This book integrates culture and authenticity into Chinese classroom practice through exploring the potential of contemporary TV drama as teaching and learning materials for intercultural Chinese language teaching and learning.In addressing the four main challenges in culture teaching in Teaching Chinese as a Foreign Language (TCFL), this book focuses on precisely this area of pedagogical practice in Chinese as foreign language education and draws on a wide interdisciplinary base, including foreign language education, cultural studies, and intercultural communication to explore the potential of authentic TV drama as language and culture materials for revitalising TCFL and foreign language teaching more generally. It examines in detail the culturally shaped beliefs, values, and practices that give meaning to the action and language of the selected clips in a modern, award-winning Chinese TV drama.This book shows a potential experiential pathway into (pedagogical) practices to bring contemporary culture into classrooms, to engage learners with contemporary and authentic texts, and to encourage inquiry-focused teaching practices, which – in being intercultural – allow for learners’ own interpretations of cultural messages in interaction and to recognise learners as learning to understand their own values and beliefs as they learn to explore those of other cultures.

A Hybrid Approach to Teaching Chinese through Digital Humanities, CALL, and Project-Based Learning presents an exposition of current thinking, research, and best practices in Computer-Assisted Language Learning (CALL), Digital Humanities (DH), and Project-Based Language Learning (PBLL) in the context of teaching Chinese as a foreign language (TCFL).It proposes integrating CALL and DH into PBLL to form a Digital Humanities–Augmented Technology-Enhanced Project-Based Language Learning (DATEPBLL) approach to transform student learning. By combining DH pedagogy and CALL technology with PBLL, the approach takes advantage of their synergies, which enables instructors to help students develop linguistic and cultural competency as well as 21st century skills. Case studies and best practices from experienced Chinese language teachers are presented to demonstrate the value of the DATEPBLL approach. This is the first volume that covers all three fields and makes a strong case for the importance of incorporating CALL, DH, and PBLL for effective language learning.Written for professionals in language education, including educators, curriculum designers and developers, graduate students, publishers, government personnel, and researchers, the book provides theoretical insights and practical applications of CALL, DH, and PBLL.

A Hybrid Approach to Teaching Chinese through Digital Humanities, CALL, and Project-Based Learning presents an exposition of current thinking, research, and best practices in Computer-Assisted Language Learning (CALL), Digital Humanities (DH), and Project-Based Language Learning (PBLL) in the context of teaching Chinese as a foreign language (TCFL).It proposes integrating CALL and DH into PBLL to form a Digital Humanities–Augmented Technology-Enhanced Project-Based Language Learning (DATEPBLL) approach to transform student learning. By combining DH pedagogy and CALL technology with PBLL, the approach takes advantage of their synergies, which enables instructors to help students develop linguistic and cultural competency as well as 21st century skills. Case studies and best practices from experienced Chinese language teachers are presented to demonstrate the value of the DATEPBLL approach. This is the first volume that covers all three fields and makes a strong case for the importance of incorporating CALL, DH, and PBLL for effective language learning.Written for professionals in language education, including educators, curriculum designers and developers, graduate students, publishers, government personnel, and researchers, the book provides theoretical insights and practical applications of CALL, DH, and PBLL.

This book focusses on the teaching and learning of Chinese as a second language (CSL) in contemporary Taiwan. It explores linguistic, social, and pedagogical perspectives and offers unique insights into Taiwan’s diverse language landscape, from international students to immigrant learners. Readers will gain an in-depth understanding of how Mandarin is taught and learned in Taiwan, benefiting from the book’s linguistic approach and its examination of multilingualism, teacher education, and immigrant language programs. It provides practical insights for CSL teachers and learners, combining theoretical analysis with real-world examples of language use in Taiwan.This book is ideal for CSL instructors, aspiring teachers, and students interested in learning Mandarin in Taiwan. It will also appeal to scholars studying language pedagogy, and sociolinguistics, and those involved in teacher education programs.

This book focusses on the teaching and learning of Chinese as a second language (CSL) in contemporary Taiwan. It explores linguistic, social, and pedagogical perspectives and offers unique insights into Taiwan’s diverse language landscape, from international students to immigrant learners. Readers will gain an in-depth understanding of how Mandarin is taught and learned in Taiwan, benefiting from the book’s linguistic approach and its examination of multilingualism, teacher education, and immigrant language programs. It provides practical insights for CSL teachers and learners, combining theoretical analysis with real-world examples of language use in Taiwan.This book is ideal for CSL instructors, aspiring teachers, and students interested in learning Mandarin in Taiwan. It will also appeal to scholars studying language pedagogy, and sociolinguistics, and those involved in teacher education programs.

Using Chinese Classics for Intercultural Communicative Competence presents new strategies and tools for integrating Mandarin language teaching with fostering intercultural competencies through contemporary, global lenses on Chinese classic texts.Chinese classic texts are canonical works in Chinese culture published before 1911. They offer a window into deeply held cultural values which learners of the Chinese language would benefit from studying to facilitate meaningful intercultural dialogues. With chapters covering classic Chinese texts, such as Journey to the West, Dream of the Red Chamber, and The Romance of the Three Kingdoms, this book will demonstrate the value, importance, and feasibility of teaching Chinese classic works for ICC development in the Chinese world language classroom, and equip teachers with carefully planned, classroom-tested lesson models that demonstrate the innovative, integrative models advocated in this book.This book will be valuable for pre- and in-service Mandarin Chinese teachers across various institutional settings at different levels, looking for ready materials and professional development resources. The book can also be used as core material for teacher training programs.

Using Chinese Classics for Intercultural Communicative Competence presents new strategies and tools for integrating Mandarin language teaching with fostering intercultural competencies through contemporary, global lenses on Chinese classic texts.Chinese classic texts are canonical works in Chinese culture published before 1911. They offer a window into deeply held cultural values which learners of the Chinese language would benefit from studying to facilitate meaningful intercultural dialogues. With chapters covering classic Chinese texts, such as Journey to the West, Dream of the Red Chamber, and The Romance of the Three Kingdoms, this book will demonstrate the value, importance, and feasibility of teaching Chinese classic works for ICC development in the Chinese world language classroom, and equip teachers with carefully planned, classroom-tested lesson models that demonstrate the innovative, integrative models advocated in this book.This book will be valuable for pre- and in-service Mandarin Chinese teachers across various institutional settings at different levels, looking for ready materials and professional development resources. The book can also be used as core material for teacher training programs.

Online Chinese Learning aims to investigate the types of language learning strategies (LLSs) that online Chinese learners use across asynchronous and synchronous learning environments in different learning contexts.This book examines how the use of language learning strategies by online Chinese learners is influenced by the interactants; the characteristics of the specific learning context; and selected individual learner characteristics. This book will provide: (1) new and detailed information about students’ LLS use in online Chinese learning; (2) insights into how individual students adopt LLSs and technological tools to solve learning problems in various learning contexts; (3) an exploration of factors influencing LLS use; and (4) recommendations regarding LLS adoption, use, and training.This book will be a valuable resource for university instructors in languages, language teaching methods, and second language acquisition, as well as researchers in languages, linguistics, and language learning and teaching.

Online Chinese Learning aims to investigate the types of language learning strategies (LLSs) that online Chinese learners use across asynchronous and synchronous learning environments in different learning contexts.This book examines how the use of language learning strategies by online Chinese learners is influenced by the interactants; the characteristics of the specific learning context; and selected individual learner characteristics. This book will provide: (1) new and detailed information about students’ LLS use in online Chinese learning; (2) insights into how individual students adopt LLSs and technological tools to solve learning problems in various learning contexts; (3) an exploration of factors influencing LLS use; and (4) recommendations regarding LLS adoption, use, and training.This book will be a valuable resource for university instructors in languages, language teaching methods, and second language acquisition, as well as researchers in languages, linguistics, and language learning and teaching.

The Acquisition of Chinese Pinyin and Hanzi focuses on the learning of Pinyin and Hanzi among learners of Chinese as a second language (CSL) from Egypt and the United Kingdom. The objectives of this book are to explore the roles of L1 writing system background, individual differences, and meta-linguistic awareness in the acquisition of Pinyin and Hanzi.This book presents a unique comparison of the performance in learning Chinese between two groups of CSL learners using L1 scripts with different writing directions, namely the right-to-left Arabic and the left-to-right English. It provides a comprehensive analysis of the orthographic and phonological features of Arabic, Chinese, and English, illustrating how L1 background and individual differences (such as foreign language aptitude and experience of study abroad) impact CSL learners' performance in Chinese meta-linguistic awareness (e.g., phonological awareness and phonetic radical awareness) and literacy skills (e.g., Hanzi reading and writing). Furthermore, it examines the contribution of meta-linguistic awareness to literacy skills. The book also discusses the theoretical implications for understanding the significance of phonological skills for the development of literacy skills and the pedagogical considerations for designing instructional activities for Pinyin and Hanzi in the CSL classroom.This book is intended for researchers, graduate students, and practitioners interested in CSL teaching and learning.