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Relevant bibliographies by topics / Chinese as a second language

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Academic literature on the topic 'Chinese as a second language'

Author: Grafiati

Published: 4 June 2021

Last updated: 21 February 2023

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Journal articles on the topic "Chinese as a second language"

1

YU, Xiuying. "Chinese Characters——The Second Language." EPISTÉMÈ 23 (June 30, 2020): 273–97. http://dx.doi.org/10.38119/cacs.2020.23.12.

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Ésik, Szandra. "Teaching Chinese Characters to Second Language Learners." Researching and Teaching Chinese as a Foreign Language 3, no. 1 (October 26, 2020): 1–22. http://dx.doi.org/10.1558/rtcfl.40506.

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China’s economic and military developments, as well as its political and cultural dominance contribute to its powerful global influence. It is no surprise, therefore, that a growing number of foreigners choose to learn Chinese as a second language. The increasing popularity of the Chinese language indicates that there is a constant need for new research on effective teaching methods.Chinese characters are an integral part of teaching and learning the Chinese language. However, since the Chinese writing system is so unique, it is also one of the most challenging part of the language. Scholars have long been interested in systemizing Chinese characters and finding the most effective ways of teaching. Despite a multitude of previous research, there is still no complete agreement among scholars on many aspects of Chinese characters.This paper examines various proposals on enhancing the teaching of Chinese characters. First, we will examine some universal questions that are related to every language: the connection between reading and writing and the difference between the process of learning to read and write in different writing systems. Finally, our discussion will be narrowed down to the Chinese language and the following more specific questions will be answered: Should foreign learners learn to read and write Chinese characters? Will Chinese characters eventually disappear? Simplified or traditional characters should be taught? Through the investigation and evaluation of several previous studies concerning the theory of teaching Chinese writing and reading, the second part aims to contribute to the Hanzi pedagogy.

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Ren, Wei, and Jianda Liu. "Second language research." Language Teaching 49, no. 2 (March 18, 2016): 295–98. http://dx.doi.org/10.1017/s0261444815000506.

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The Center for Linguistics and Applied Linguistics (CLAL) at Guangdong University of Foreign Studies is recognized as a ‘National Key Research Institute for the Humanities and Social Sciences’ by the Ministry of Education of the People's Republic of China. It is the only center recognized by the Chinese Ministry of Education to have a national key research institute devoted to linguistics and applied linguistics. CLAL has cultivated a core team of scholars whose work in linguistics and applied linguistics is both prolific and broad in scope, spanning three fields of research: second language (L2) learning, societal and public discourse analysis, and theoretical linguistics.

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Iwashita, Noriko, and Irene Liem. "Factors affecting second language achievement in primary school." Australian Review of Applied Linguistics 28, no. 1 (January 1, 2005): 36–51. http://dx.doi.org/10.1075/aral.28.1.03iwa.

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Abstract This study investigates achievement in second language learning (Chinese) in primary school in relation to learner variables such as amount and duration of instruction and home language background.1 Currently in the State of Victoria it is recommended that all students learn a second language from the beginning of primary school to the end of Year 10. As the majority of students in some LOTE (Languages Other Than English) classes such as Chinese are background speakers, some parents and teachers are concerned that non-background learners can be disadvantaged compared with classmates who have some exposure to the LOTE outside school. In order to examine whether home language use has any impact on achievement, we developed a test of four skills and administered it to Year 6 students in two primary schools in Melbourne. The results showed that Chinese background students scored much higher than non-Chinese background students in all four areas. However a close examination of the data revealed that other variables such as Chinese study outside school and the number of years of study at school also influenced the test scores. This research has strong implications for developing a LOTE curriculum for both background and non-background speakers.

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Wong, Amy Wing-mei. "New York City English and second generation Chinese Americans." English Today 26, no. 3 (August 24, 2010): 3–11. http://dx.doi.org/10.1017/s0266078410000167.

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Although Chinese Americans set up Chinese heritage language schools as early as 1848 to preserve the heritage language and to promote a sense of ethnic identity among their American-born children (Chao, 1997), there is strong evidence that language shift to English is taking place rather rapidly within the Chinese communities across the U.S. Data from the 2006 ACS show that while only 34.1 percent of first generation (i.e. foreign-born) Chinese Americans reported speaking ‘English very well’, the percentages rise dramatically for those who are American-born (i.e. second generation and beyond) or born overseas but arrived in the U.S. before the age of 16 (i.e. the 1.5 generation). 70.4 percent of the 1.5 generation and 93.8 percent of the American-born Chinese Americans reported speaking ‘English very well’. Additionally, only about 27.6 percent of the ABCs were estimated to speak their heritage language at home. Taken together, these estimates suggest that the rate of shift from Chinese to English is accelerating. Jia (2008) finds that even for first generation Chinese Americans, their Chinese language skills continue to decline with increasing English immersion. Rapid language shift to English means that many ABCs speak English as one of their native languages, if not the only one. This raises interesting sociolinguistic questions concerning the characteristics of the English spoken by ABCs and how ABCs utilize varieties of English to construct and negotiate differences with respect to each other and vis-à-vis the larger social structure.

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Huang, Hanjing, and Pei-Luen Patrick Rau. "The first–second language influence on framing effects and loss aversion of balanced bilinguals." International Journal of Bilingualism 24, no. 2 (December 7, 2018): 129–40. http://dx.doi.org/10.1177/1367006918813646.

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Aims: We aimed to investigate the effects of language on the decision-making of bilinguals when they possess almost equal proficiencies in these languages. Methodology: Chinese–English bilinguals were asked to make decisions in Chinese or English. In the first experiment, we used a financial crisis problem to investigate the effects of language on the framing effect. In the second experiment, we used two gambling tasks to investigate the effects of language on people’s loss aversion in hypothetical and real bets. Data and analysis: Participants had similar proficiencies in Chinese and in English. Two hundred and twelve Chinese–English bilinguals took part in the first experiment. Their decision data were analysed using chi-squared tests. Ninety-six Chinese–English bilinguals took part in the second experiment. Their decision data were analysed using ANOVA and t-tests. Findings: Framing effects were reduced in the English condition. Chinese–English bilinguals were risk-averse for gains and risk-seeking for losses when choices were presented in Chinese, but this asymmetry disappeared when the choices were presented in English. However, the results indicated that the language did not have significant effects on Chinese–English bilinguals’ loss aversion in hypothetical and real bets. Originality: This is among the first studies to investigate the effects of language on decision-making in balanced bilinguals who have similar proficiencies in different languages. Significance/implications: The findings suggest that language still influences the framing effect, even in balanced bilinguals who have similar proficiencies in different languages.

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Fung, Daniel. "Studies in second language acquisition of Chinese." System 60 (August 2016): 143–45. http://dx.doi.org/10.1016/j.system.2016.05.007.

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Leung, Yan-kit Ingrid. "Verb morphology in second language versus third language acquisition." EUROSLA Yearbook 6 (July 20, 2006): 27–56. http://dx.doi.org/10.1075/eurosla.6.05leu.

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This paper reports an experimental study on L2 vs. L3 Spanish morphological representation. A total of 19 Spanish learners (10 Chinese native speakers who are upper intermediate to advanced L2 English users as well as 9 English native speakers who do not speak a prior language without overt morphology) participated in the study. A written production task using Spanish nonce verbs was used to elicit regular and irregular forms of Spanish past participles. The study revealed differences between native and non-native Spanish speakers but ones that are still compatible with an approach which posits a dual mechanism for morphological processing. In addition, no principal difference between the L2 and the L3 Spanish learners was identified. A follow-up experiment on L2 English was therefore carried out testing 26 native speakers of Chinese and 17 native speakers of English using a written production task eliciting English regular and irregular past tense forms for both real verbs and nonce verbs. The findings suggested that native and non-native English speakers’ performances pattern similarly. It seems that L2 English plays a crucial role in Chinese speakers’ L3 Spanish morphological representation and in their similar performance to the L1 English-L2 Spanish speakers.

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Yuan, Boping. "The status of thematic verbs in the second language acquisition of Chinese: against inevitability of thematic-verb raising in second language acquisition." Second Language Research 17, no. 3 (July 2001): 248–72. http://dx.doi.org/10.1177/026765830101700302.

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This article reports a study investigating the status of thematic verbs in second language acquisition (SLA) of Chinese by French-speaking, German-speaking, and English-speaking learners. Both French and German are languages which allow thematic verbs to raise. In contrast, thematic verbs in English and Chinese must remain in situ under V at PF. It has been widely reported in the second-language and nonnative language (L2) literature that (optional) thematic-verb raising occurs in SLA, and L2 researchers have accounted for this phenomenon on the basis of some hypotheses proposed for the initial state of SLA. Although these hypotheses differ from each other in explaining the presence of thematic-verb raising in SLA, they all predict that thematic-verb raising is inevitable in SLA by speakers of a verb-raising language. Some go so far as to predict thematic-verb raising in SLA by speakers of a non-verb-raising language. The study reported in this article provides robust evidence that the thematic verb does not raise in SLA of Chinese, which casts doubt on the reliability of these hypotheses in the L2 literature. Both judgement data and oral production data in the study clearly indicate that thematic verbs remain in situ in L2 Chinese. No optionality occurs at any proficiency level. These findings are accounted for in terms of the absence of verbal inflection in Chinese and the evidence in the L2 Chinese input data for the specification of the abstract features associated with the head of IP.

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Zhang, Hang. "Dissimilation in the second language acquisition of Mandarin Chinese tones." Second Language Research 32, no. 3 (June 23, 2016): 427–51. http://dx.doi.org/10.1177/0267658316644293.

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This article extends Optimality Theoretic studies to the research on second language tone phonology. Specifically, this work analyses the acquisition of identical tone sequences in Mandarin Chinese by adult speakers of three non-tonal languages: English, Japanese and Korean. This study finds that the learners prefer not to use identical lexical tones on adjacent syllables, especially the contour tone sequences. It is argued that the Obligatory Contour Principle (OCP) was playing a role in shaping the second language Chinese tonal phonology even though it was not learned from these speakers’ native languages, nor found widely applied in the target language. The acquisition order of tone pairs suggests an interacting effect of the OCP and the Tonal Markedness Scale. This study presents a constraint-based analysis and proposes a four-stage path of OCP sub-constraint re-ranking to account for the error patterns found in the phonological experiment.

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Dissertations / Theses on the topic "Chinese as a second language"

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Hsieh, Fang-Yen. "Relative clause acquisition in second language Chinese and second language English." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709395.

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Wang, Xiaojun. "Chinese syntactic systems and second language acquisition: Approaches to the teaching of Chinese as a second language." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187340.

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The purpose of this dissertation is to examine the relation between the teaching of Chinese syntax and the acquisition process by adult learners based on multitheoretical and multimethodological approaches. Through a brief review of the features of Chinese syntax and a comparative study of three different syntactic analytic systems, a Chinese linguistic background is provided. A further study of pedagogical Chinese syntax was conducted by investigating the teaching materials and methods introduced in three commonly used Chinese textbooks. Based on the Chinese linguistic and pedagogical background, the surveys were designed to probe the learners' acquisition process of Chinese syntax. The studies involved a total of 73 subjects who are native English speakers learning Chinese at different universities. It has been found that: (1) adult learners' acquisition order and rate are closely related to their cognitive skills; (2) the scope of acquisition in adults is subject to time limitations; (3) analysis & analogy are the main methods used by adult learners in the acquisition of syntax; (4) the learning environment & the knowledge of the target syntax by adult learners are not required to be situationally linked; (5) the process of syntactic transfer is incomplete among adult learners due to the lack of target language input; (6) the general failure rate in L2 acquisition partially associates with the lack of the fully functional innate language faculty; (7) the adult learners' common mistakes in syntactic acquisition process are predictable due to syntactic transfer and the influences from L1; (8) different teaching methods result in different strengths in students; (9) there is a gap between grammatical competence & communicative competence in the adult learners' acquisition process. According to those features, I proposed nine pedagogical principles for the Chinese syntax teaching, and a case study of teaching Chinese structures with three post-verbal complements was conducted in order to have a field-test. The discussion in this dissertation has partially confirmed the claim made by psycho-linguistic researchers that learning a second language is a complex process. There is a hierarchical order in acquiring language competence, and the acquisition of hierarchically ordered skills requires integrated approaches.

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Shan, Chuan-Kuo. "Split intransitivity in Chinese as a second language." Thesis, University of Cambridge, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.614014.

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Ou, Yingzhe, and 区颖哲. "Teaching Chinese as a second language through video." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48368714.

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在科技发展的引导下，现今不少学校或者教育机构都提倡把多媒体引入课堂，而视像教学也在多媒体教学的范畴当中。目前对于多媒体应用于课堂的问题研究已有不少，但是多集中在需要图解分析的科目范畴，在语言教学研究方面相对较少，而在第二语言教学领域中又以英文作为第二语言教学的课题研究占多数。本研究旨在探讨在中文作为第二语言教学中，视像教学否能够有助于学生提高学习成效，同时又能达到活跃课堂，提高学习动机的目的。本研究通过借鉴已有的关于多媒体应用于教学或语言习得方面的相关文献，结合笔者所在实习学校的实验，透过课堂数据收集、对比分析法、问卷法、访谈法、观课等方法对课题进行分析论证，从而得出以下结论：1.学生在不同学习能力要求下的学习成效不一致，记忆型题目比能力型题目的学习成效要好，而两者与学生的先备知识相关性均不显著；2.视像教学中记忆型题目比非视像教学的记忆型题目成效要差，而两者在能力型题目中的成效差异不显著；3.视像教学能够有效提高学生的学习动机及课堂的集中度。 Under the guidance of scientific development, many schools and education institutions are currently encouraging the introduction of multimedia into the classrooms, with video teaching as one of the methods under multimedia teaching. There have been a lot of researches on the multimedia application into classroom, but most of them focused more on the subjects which need graphic analysis but the language teaching relatively. While the research on the Teaching English as a Second Language mostly account for the research in this field, this study aims to explore whether the video teaching could be helpful to improve students’ learning effects in Teaching Chinese as a second language, as well as enlivening the classroom and improving students’ learning motivation. Using some related literature review about the multimedia application into language teaching or acquisition for references, the author has designed an appropriate experiment fit for the teaching-practicum school, then adopted some methods such as data collection, comparing analysis, questionnaire, interview and class observation to proceed the analysis and demonstration and finally drew a conclusion as follows: 1. Students has different effects under different capability requirements, additionally, they performed better in memory-oriented tests than capability-oriented tests, both of whom have no significant co-relation with prior knowledge; 2.The effect of memory-oriented test in video teaching is worse than that in non-video teaching, but both in the capability-oriented tests have no significant effects; 3.Video teaching can improve students’ learning motivation and concentration in class effectively.
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Dai, Ruyi. "Second language acquisition and processing of Chinese 'bei' passives." Thesis, University of Cambridge, 2019. https://www.repository.cam.ac.uk/handle/1810/288880.

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This doctoral dissertation reports on an empirical study, which takes a feature-based approach and probes the L2 acquisition and processing of Chinese bei passives by adult English native speakers. In Chinese, an individual passive marker bei is used to mark passive constructions. Whilst historically used as a lexical verb, bei is in the process of being grammaticalised (i.e. semi-lexical) and hence contains a semantic component (Liu, 2012a). Three forms of bei passives and their semantic properties have been investigated: basic long bei passives (i.e. with an external argument), basic short bei passives (i.e. without an external argument), and the retained-object construction of bei. In total, 75 English native speakers with intermediate and advanced Chinese proficiency, and 33 native Mandarin Chinese speakers (serving as a control group) were tested by a series of on-line methods (a self-paced reading task and a reaction-time picture elicited word rearrangement task) and off-line methods (an untimed acceptability judgement task and a fill-in-the-blank task). The current study finds that the reconfiguration of target semantic features of bei is a gradual process and occurs feature-by-feature, depending on consistent and ample input-based evidence. This lends support to the Feature Reassembly Hypothesis (Lardiere, 2005, 2008, 2009). It is also found that morphosyntax-semantics mismatches lead to acquisitional difficulties, as predicted by the Bottleneck Hypothesis (Slabakova, 2008, 2009b), which shares a similar view to the Feature Reassembly Hypothesis. In addition, L1 English L2 Chinese learners are found to be subject to the formation strategy of English short passives, in line with Montrul (2001). A disjunction in L2 performance between off-line and on-line tasks has been found in the advanced learners, who show target-like on-line sensitivity to violations of semantic constraints on bei but fail to converge on the target grammar in off-line judgements. These findings are compatible with Ullman's (2001, 2005) declarative-procedural model and suggest that the increase in convergence on real-time comprehension and production in the advanced learners is a result of the more involved procedural system. The general findings of the current study lend support to the view (Sorace, 2009; White, 2011) that representational and processing difficulties must be teased apart in L2 acquisition.

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Lu, Yuan. "The acquisition of Chinese connectives by second language learners." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5560.

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This study investigates the acquisition of Chinese connectives by second language learners under the theoretical framework of usage-based theory. Language is not a random set of words and phrases, but rather a coherent and cohesive set of utterances. As such, learning a second language (L2) entails, among other processes, learners’ development of employing cohesive devices to construct a coherent discourse in their target language. One type of cohesive devices frequently used by L2 learners is connectives. In Chinese, connectives are utilized to denote various semantic relationships between the clauses in a compound sentence. Due to their flexibility and complexity in nature, Chinese connectives present a huge challenge to L2 learners’ learning. However, to date no study has been set up to explore the learners’ development of Chinese connectives within L2 Chinese research community. This study aims to fill this gap in the literature and build an L2 acquisitional model of Chinese connectives under the theoretical framework of Constructionist Usage-based Theory. Constructionist Usage-based Theory maintains that the basic unit of language is constructions and that the syntactic and lexical form of constructions and its corresponding semantic and discourse functions are conventionalized in language usage. According to these notions, language learning is believed to be driven by the factors grounded in the form and function of constructions in language usage. This study specifically examines how the factors of frequency, form, function, contingency (interaction of form and function), and L1-tuned attention affect L2 Chinese learners’ development of Chinese connectives. Furthermore, the study investigates the learners’ knowledge about the distribution of Chinese connectives across different proficiency levels. Specifically, this study aims to address four research questions: (1) what is the relationship between L2 learners’ proficiency level and language background and the acquisition of Chinese connectives?; (2) do L2 learners overuse or underuse Chinese connectives in constructing responses when the other in a pair is given and what errors do L2 learners make when using Chinese connectives?; (3) how can 12 target pairs of Chinese connectives be categorized into (hierarchical) groups based on L2 Chinese learners’ performance?; and (4) how do theoretically-motivated models represent the factorial structure underlying L2 acquisition of Chinese connectives? To address the four research questions, this study elicited L2 Chinese learners’ performance in two tests: a mini-discourse completion test and a form-function association test. In the mini-discourse completion test, learners were required to supply a missing clause to complete a three-clause discourse in which one of paired connectives was embedded; in the form-function association test, learners were asked to choose options of paired connectives to link two given clauses where connectives were omitted. Results showed that the development of all Chinese paired connectives was positively correlated to L2 learners’ L2 proficiency level. Learners with heritage language background seemed to have an advantage over less frequent and less prototypical connectives. Predominantly, L2 learners underused Chinese connectives, resulting from the cross-linguistic influence of disparity between English and Chinese connectives at the structural level in particular and between English and Chinese textual cohesion at the discourse level in general. Based on L2 learners’ performances in the two tests, the 12 pairs of Chinese connectives were classifier into four hierarchical groups. Confirmatory factor analyses showed that the usage-based factors (i.e., frequency, co-occurrence strength, formulaicity, prototypicality, contingency, and L1-tuned attention) jointly determined the L2 acquisition and development of Chinese connectives in a complex, adaptive, dynamic manner. Summarizing these findings, this study proposed a usage-based acquisitional model of L2 Chinese connectives, providing theoretical contributions to the usage-based theory and pedagogical implications for Chinese connectives.

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Yu, Xiao Ping. "Chinese Character Challenger : supplementary courseware for assisting students learning Chinese characters /." Link to the online version, 2005. http://hdl.handle.net/10019/1326.

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Mau, Ada. "On not speaking 'much' Chinese : identities, cultures and languages of British Chinese pupils." Thesis, University of Roehampton, 2013. https://pure.roehampton.ac.uk/portal/en/studentthesis/on-not-speaking-‘much’-chinese(2a8d425b-8ec8-4877-acf0-b396d3efe8a7).html.

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This thesis explores the complexity of identities and the everyday negotiations, as well as struggles that shape the lives of British Chinese pupils in England. It focuses on the links between heritage language education, ‘cultures’ and ethnicity. It analyses the ways in which values related to identities, bi/multilingualism and British Chinese pupils’ positions in multicultural British society, are accommodated, negotiated or resisted. In particular, this research looks at British Chinese pupils with limited Chinese language skills, most of whom are from the ‘second/third generation’ within the British Chinese ‘community’. A qualitative approach is employed to understand the experiences of these pupils by exploring their accounts of experiences in mainstream schooling and in (not) learning Chinese, and their perceptions of their positioning as British Chinese in relational, contextual and socially constructed terms. Identity will be understood as a fluid process involving multiple identifications in line with a poststructuralist view, but also as an active process negotiated by social actors under structural forces. Thus, this conception of identity will move away from essentialist accounts of fixed Chinese/British identities and conceive of the individual as having an active and reflexive role in identity construction. The concepts of ‘hybridity’ (Bhabha, 1994) and ‘Orientalism’ (Said, 1978) are used to highlight how the British Chinese pupils are both able to negotiate flexibly their identities but also are confined by certain essentialised, dominant discourses. This thesis argues that there is an emergent British Chinese identity in which young people recognise their flexible and complex, hybridised British Chinese identities, including the possibility of being both British and Chinese. The research contributes to on-going debates on British Chinese young people. The thesis highlights how the new visibility of the British Chinese population brings both risks and opportunities when creating new spaces to allow for the complex and flexible nature of their diverse and shifting identities.

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Ma, Lixia. "Acquisition of the perfective aspect marker "le" of Mandarin Chinese in discourse by American college learners." Diss., University of Iowa, 2006. http://ir.uiowa.edu/etd/68.

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Li, Yu. "Comparison of the comprehension of three types of Chinese colloquial idioms by advanced Chinese L2 learners." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/2112.

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This study explores how comprehension strategies, first language (L1), and contextual information affect the comprehension and interpretation of three types of colloquial idioms by Chinese as a second language (L2) learners at an advanced level of proficiency. Three research questions are addressed: (1) to what extent does context affect the comprehension and interpretation of three types of Chinese colloquial idioms, (2) to what extent does the degree of L1–L2 similarity influence the comprehension and interpretation of the Chinese colloquial idioms, and (3) what strategies are employed by the learners in comprehending the Chinese colloquial idioms in isolation and in context, and which strategies contribute to better comprehension of the Chinese colloquial idioms in context. To address these research questions, 30 advanced Chinese L2 learners at a Midwest University participated in the study. They were asked to comprehend 15 unknown colloquial idioms in and out of context. All of the participants were native speakers of English. The 15 target idiomatic phrases differed in terms of the degree of L1–L2 similarity, including 5 matching idioms, 5 partially matching idioms, and 5 non-matching idioms. In the decontextualized condition, the participants were given a list of the target colloquial idioms without contextual information, whereas in the contextualized condition, the target colloquial idioms were embedded in short paragraph context. For both tasks, the individual participants were required to verbalize their thought processes as they arrived at the meanings of the target colloquial idioms. Think-aloud protocols were employed to collect qualitative data. It was discovered that context substantially facilitated the comprehension processes of the target colloquial idioms, especially with respect to the partially matching category. The degree of L1–L2 similarity significantly affected the ease with which the participants understood the Chinese colloquial idioms in the decontextualized and contextualized tasks. In the decontextualized condition, the participants generally adopted a “part-to-whole and literal-to-figurative” approach to interpret the target items, whereas in the contextualized condition, the participants adopted a heuristic method and employed a wide range of strategies (e.g., sentence translation, component words, and background knowledge) to access meaning of the target idioms. Among the strategies identified, semantic processing and pre-existing knowledge were strong predictors of accurate idiom interpretation. Instead of using existing L1 idiom comprehension models to explain the comprehension of idioms in an L2, a tentative model of idiom comprehension was proposed. L2 learners appeared to undergo two stages in comprehending unknown Chinese colloquial idioms: an initial prediction stage and a verification stage.

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Books on the topic "Chinese as a second language"

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Zhang, Dongbo, and Chin-Hsi Lin, eds. Chinese as a Second Language Assessment. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4089-4.

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Han, ZhaoHong, ed. Studies in Second Language Acquisition of Chinese. Bristol, Blue Ridge Summit: Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783092093.

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Wen, Yun. Computer-Supported Collaborative Chinese Second Language Learning. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-15-0271-2.

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Kecskes, Istvan, ed. Research in Chinese as a Second Language. Berlin, Boston: DE GRUYTER, 2013. http://dx.doi.org/10.1515/9781614512554.

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Kecskes, Istvan, ed. Explorations into Chinese as a Second Language. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-54027-6.

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Kecskés, István. Research in Chinese as a second language. Berlin: De Gruyter Mouton, 2013.

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Studies in second language acquisition of Chinese. Bristol: Multilingual Matters, 2014.

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Error Analysis in Chinese language acquisition. [Wuchang]: Wuhan University Press, 2001.

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Cai, Qiao Yu. Chinese as a Second and Foreign Language Education. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7443-1.

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Second language vocabulary acquisition. Bern: Peter Lang, 2009.

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Book chapters on the topic "Chinese as a second language"

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Wen, Yun. "An Ideal Chinese Second-Language Lesson." In Chinese Language Learning Sciences, 71–91. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-15-0271-2_6.

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Tong, Ho-Kin, Lee Chi-Kin John, and Guan Yuanyuan Gwendoline. "Teaching Chinese as a second language: Chinese perspective." In Quality in Teacher Education and Professional Development, 238–52. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003197973-16.

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Loh, Elizabeth Ka-yee. "A systemic functional analysis of second language explanatory writing." In Researching Chinese Language Education, 265–88. London ; New York, NY : Routledge, 2019. | Series: Routledge research in language education: Routledge, 2018. http://dx.doi.org/10.4324/9781315618128-15.

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Zhang, Dongbo. "Developments in Research on Testing Chinese as a Second Language." In Chinese Language Learning Sciences, 67–87. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4089-4_4.

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Soh, Kaycheng. "Readability Formula for Chinese as a Second Language." In Teaching Chinese Language in Singapore, 51–62. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1149-3_6.

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Zhang, Hang. "Prominence marking in second language Chinese tones." In Integrating Chinese Linguistic Research and Language Teaching and Learning, 195–214. Amsterdam: John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/scld.7.10zha.

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Pelzl, Eric. "Foreign Accent in Second Language Mandarin Chinese." In The Acquisition of Chinese as a Second Language Pronunciation, 257–79. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-3809-4_12.

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Cai, Wei. "Unique features of the Chinese language." In Teaching and Researching Chinese Second Language Listening, 55–80. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429060007-6.

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Lee, Sheng-Hsun, and Celeste Kinginger. "8 Authenticating Practices in Chinese Homestay Interactions." In Authenticity, Language and Interaction in Second Language Contexts, edited by Rémi A. van Compernolle and Janice McGregor, 151–76. Bristol, Blue Ridge Summit: Multilingual Matters, 2016. http://dx.doi.org/10.21832/9781783095315-009.

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Li, Daguo, and Viv Edwards. "Overseas Training of Chinese Secondary Teachers of English." In Second and Foreign Language Education, 373–84. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02246-8_21.

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Conference papers on the topic "Chinese as a second language"

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Liu, Junsong. "Reform on Compulsory Second Language Education of Chinese Universities." In 2022 3rd International Conference on Mental Health, Education and Human Development (MHEHD 2022). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220704.166.

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Mahamad, Saipunidzam, Nurul Harmiza Hipani, Shuib Basri, Ahmad Sobri Hashim, Aliza Sarlan, and Suziah Sulaiman. "Development of Chinese language application in learning as a second language for Malaysian." In 2016 3rd International Conference on Computer and Information Sciences (ICCOINS). IEEE, 2016. http://dx.doi.org/10.1109/iccoins.2016.7783282.

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Galloway, Nicola, Ruby Rennie, and Sihan Zhou. "DIGITAL GAME-MEDIATED SECOND LANGUAGE EDUCATION FOR CHINESE YOUNG LEARNERS." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1994.

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Yang, Zhuxi. "Strategies for Online Teaching of Chinese as a Second Language." In 2021 3rd International Conference on Internet Technology and Educational Informization (ITEI). IEEE, 2021. http://dx.doi.org/10.1109/itei55021.2021.00032.

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Chao, Mei-Sheng, and Chi En Hsiao. "Analyzing the Role of Agency in Second Language Acquisition: A Case Study of Learning Chinese as a Second Language." In 3rd Eurasian Conference on Educational Innovation 2020 (ECEI 2020). WORLD SCIENTIFIC, 2020. http://dx.doi.org/10.1142/9789811228001_0031.

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Redfern, Sam, and Richard McCurry. "A Gamified System for Learning Mandarin Chinese as a Second Language." In 2018 IEEE Games, Entertainment, Media Conference (GEM). IEEE, 2018. http://dx.doi.org/10.1109/gem.2018.8516462.

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Wang, Xiaohui, and Yuehui Niu. "Second Language Learning on Chinese Student's Influence in Learning Oral English." In 2017 World Conference on Management Science and Human Social Development (MSHSD 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/mshsd-17.2018.47.

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Luo, Hongling. "Applied Research on Drama in Teaching Chinese as a Second Language." In 2016 3rd International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icelaic-16.2017.88.

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Li, Chili, and Chunyan Ma. "Understanding Online Chinese Course Learning Experience among Chinese as a Second Language Learners in China." In ICETC 2021: 2021 13th International Conference on Education Technology and Computers. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3498765.3498794.

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Cai, Wu. "The Study of Teaching Chinese as a Second Language Based on Mobile Assisted Language Learning." In 6th International Conference on Electronic, Mechanical, Information and Management Society. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/emim-16.2016.121.

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Reports on the topic "Chinese as a second language"

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Fox, Diane. Chinese voices : towards an ethnography of English as a second language. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5780.

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Arnold, Zachary, Ngor Luong, and Ben Murphy. Understanding Chinese Government Guidance Funds: An Analysis of Chinese-Language Sources. Center for Security and Emerging Technology, March 2021. http://dx.doi.org/10.51593/20200098.

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Abstract:

China’s government is using public-private investment funds, known as guidance funds, to deploy massive amounts of capital in support of strategic and emerging technologies, including artificial intelligence. Drawing exclusively on Chinese-language sources, this report explores how guidance funds raise and deploy capital, manage their investment, and interact with public and private actors. The guidance fund model is no silver bullet, but it has many advantages over traditional industrial policy mechanisms.

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Chen, Aitao, Hailing Jiang, and Fredric Gey. English-Chinese Cross-Language IR Using Bilingual Dictionaries. Fort Belvoir, VA: Defense Technical Information Center, January 2006. http://dx.doi.org/10.21236/ada456270.

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Cushman, R. M., and M. D. Burtis. Selected Translated Abstracts of Chinese-Language Climate Change Publications. Office of Scientific and Technical Information (OSTI), May 1999. http://dx.doi.org/10.2172/14337.

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Alderks, Cathie E. An Annotated Bibliography on Second Language Acquisition. Fort Belvoir, VA: Defense Technical Information Center, June 1994. http://dx.doi.org/10.21236/ada282713.

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Shen, Wade, Jennifer Williams, Tamas Marius, and Elizabeth Salesky. A Language-Independent Approach to Automatic Text Difficulty Assessment for Second-Language Learners. Fort Belvoir, VA: Defense Technical Information Center, August 2013. http://dx.doi.org/10.21236/ada595522.

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Xiping, C. Natural language on-line retrieval system of the Chinese Geological Bibliographic Database. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 1994. http://dx.doi.org/10.4095/193935.

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Pratt, Vaughan R. Second Calculus of Binary Relations as a Concurrent Programming Language. Fort Belvoir, VA: Defense Technical Information Center, August 1997. http://dx.doi.org/10.21236/ada329349.

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Goldfine, Alan. Using the Information Resource Dictionary System Command Language (second edition). Gaithersburg, MD: National Bureau of Standards, 1988. http://dx.doi.org/10.6028/nbs.ir.88-3701.

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Bloomfield, Amber, Sarah C. Wayland, Elizabeth Rhoades, Allison Blodgett, Jared Linck, and Steven Ross. What makes listening difficult? Factors affecting second language listening comprehension. Fort Belvoir, VA: Defense Technical Information Center, April 2010. http://dx.doi.org/10.21236/ada550176.

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