Böcker i Chinese Language Learning Sciences-serien

This book brings together 13 original research papers that address emerging issues in the assessment of Chinese as a Second Language (CSL) in five major areas, including standards in CSL assessment;

This book, likely the first of its kind in the English language, explores Chinese for specific and professional purposes (CSP) in terms of theorizing and developing practical applications for language teaching and learning.

This book addresses important issues of speech processing and language learning in Chinese.

This book explores the implementation of an online representational tool, GroupScribbles, in Chinese-as-a-second-language classrooms from primary school to secondary school.

This edited book reflects the state of the art in learner corpus and related approaches to Chinese as a second language (CSL). CSL as a field has flourished in the past few decades due to the increasingly important role of the Chinese language at the world stage, yet studies of Chinese as a second language based on learner corpora have been less well developed due to the limited availability of data and lack of theoretical insights. This book represents the latest research in this area by 1) assembling a large group of active researchers from multiple international research communities (USA, China, Hong Kong, Macau, Japan, Taiwan, and France); 2) discussing the latest resources and technologies in Chinese and other Asian languages learner corpora and corpus building; 3) basing Chinese as a second language studies on data from learners of Chinese with a wide range of first language backgrounds (English, Japanese, Korean, French, among others); and 4) integrating corpus methodswith a wide range of related methods in allied fields¿language acquisition, usage-based linguistics, psycholinguistics, and neurolinguistics. This comprehensive collection is indispensable for anyone who is interested in corpus approaches to CSL and Chinese applied language studies in general.

This book explores the learning and teaching of K-12 Chinese language in international schools. The authors of this book are scholars from teaching training institutions and universities, as well as professional frontline teachers. With a combination of the works and insights from both perspectives of theory and practice, the book presents how theories of teaching can be operated in classroom to improve the effectiveness of language teaching. It covers curriculum setting, design of teaching materials, teaching principles, methods, strategies, and evaluation. The book also discusses issues and concepts such as concept-driven learning, identity change and recognition of L1 and L2 Chinese teacher, pinyin teaching, Chinese character teaching, evaluation for learning improvement, and integration of South Asian non-Chinese speaking students into local schools. It emphasizes empirical action research methods. This is a highly informative and carefully presented book, providing high value insights to scholars from university and teacher training institutions and teachers from kindergartens, primary, and secondary schools around the world.