Classroom Research on Chinese as a Second Language

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. Over the past two decades, research on classroom-based second language acquisition (SLA) has emerged and expanded as one of the most important sub-domains in the general field of SLA. In Chinese SLA, however, scarce attention has been devoted to this line of research. With chapters written by scholars in the field of SLA-many of whom are experienced in classroom teaching, teacher education, or program administration in Chinese as a second language-this book helps disentangle the complicated relationships among linguistic targets, pedagogical conditions, assessment tools, learner individual differences, and teacher variables that exist in the so-called "black-box" classrooms of L2 Chinese.

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.

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