Bibliography of Research on Chinese Language Education
Absalom, M. (2003). Exploring conceptions of language with teachers of Chinese and Italian. Language Teaching Research, 7, 99-100.
Allen, J.R. (2008). Why learning to write Chinese is a waste of time: A modest proposal. Foreign Language Annals, 41(2), 237-251.
An, K. (2006). An investigation of error correction in the zone of proximal development: Oral interaction with beginning learners of Chinese as a foreign language. Dissertation Abstracts International, Section A: The Humanities and Social Sciences, 67(6), 2026-2027.
Ao, Q. (2000). A descriptive study of teachers' error correction of Chinese tones during Chinese as a foreign language instruction: A sociocultural perspective. Dissertation Abstracts International, Section A: The Humanities and Social Sciences, 60(9), 3294-3295.
Bassetti, B. (2005). Effects of writing systems on second language awareness: Word awareness in English learners of Chinese as a foreign language. In V. Cook, & B. Bassetti (Eds.), Second language writing systems (pp. 335-356). Clevedon, England: Multilingual Matters.
Bassetti, B. (2005). Second language reading and second language awareness in English-speaking learners of Chinese as a foreign language. Dissertation Abstracts International, Section C: Worldwide, 66(2), 262-262.
Bassetti, B. (2006). Orthographic input and phonological representations in learners of Chinese as a foreign language. Written Language & Literacy, 9(1), 95-114.
Beutner, M. R. (2001). Using computer-assisted interactive feedback to enhance natural pronunciation of Chinese tones by non-native learners of Mandarin Chinese. Dissertation Abstracts International, 62, 1806-A. [Doctoral dissertation, Ohio University]
Bianco, J. L. (2007). Emergent China and Chinese: Language planning categories. Language Policy, 6(1), 3-26.
Chan, A. (2002). Syntactic Structures of Chinese Serial Verb Constructions. Journal of Chinese Linguistics, 30(1), 16-38.
Chan, M.K.M. (2003). The digital age and speech technology. Journal of the Chinese Language Teachers Association, 38(2), 49-86.
Chang-Chow, C. (2005). The effects of topic familiarity and language difficulty on situation-model construction by readers of Chinese as a foreign language. Dissertation Abstracts International, Section A: The Humanities and Social Sciences, 65(11), 4146-4146.
Chang, Y. L. (2001). BO-PO-MO for ABC: Teaching the Mandarin phonetic alphabet to American-born Chinese children at Chinese language schools in Hawai'i. Dissertation Abstracts International, 62, 548-A. [Doctoral dissertation, University of Hawaii at Manoa]
Chen, C. (2004). Motivational beliefs of students learning Chinese as a foreign language. ProQuest Information & Learning. Dissertation Abstracts International Section A: Humanities and Social Sciences, 64 (9), 3187-3187.
Chen, C. Y., & Shi, M. L. (1999). A note on NP-topics in second language acquisition of Chinese. Ying-Yu-Yen-Chiu-Chi-K'an / Studies-in-English-Literature-and-Linguistics, 25, 133-157.
Chen, Y. (2007). Balancing goals and emotional responses to learning Chinese as a heritage language. ProQuest Information & Learning. Dissertation Abstracts International Section A: Humanities and Social Sciences, 68 (5), 1809-1809.
Cheng, C. (2000). Frequently-used Chinese characters and language cognition. Studies in Linguistic Sciences, 30(1), 107-118.
Cheng, Z. (2000). Word structure and vocabulary acquisition: Theory and application to mandarin Chinese as a Second/Foreign language. Dissertation Abstracts International, Section A: The Humanities and Social Sciences, 61(6), 2280-2280.
Chow, H. (2001). Learning the Chinese language in a multicultural milieu: Factors affecting Chinese-Canadian adolescents’ ethnic language school experience. Alberta Journal of Educational Research, 47(4) , 369–374.
Chu, M. (1999). Mapping the course of the Chinese language field. Kalamazoo, MI: Chinese Language Teacher Association.
Chunchi, Y. (2007). International cooperation in TCFL publishing: The FLTRP experience. Publishers Weekly, 254(39), S22-S23.
Chung, J.M. (1999). The effects of using video texts supported with advance organizers and captions on Chinese college students' listening comprehension: An empirical study. Foreign Language Annals, 32(3), 295-308.
Chung, K. K. H. (2002). Effective use of hanyu pinyin and English translations as extra stimulus prompts on learning of Chinese characters. Educational Psychology, 22(2), 149-164.
Chung, K. K. H. (2008). What effect do mixed sensory mode instructional formats have on both novice and experienced learners of Chinese characters? Learning & Instruction, 18(1), 96-108.
Curdt-Christiansen, X. (2008). Reading the world through words: Cultural themes in heritage Chinese language textbooks. Language and Education, 22(2), 95-113.
Dai, J. (2007). “Love you” doesn’t mean “I love you”: Just a way to say goodbye. The nature of leave taking and its pragmatic applications in Mandarin Chinese. Selected papers from pragmatics in the CJK classroom: The state of the art. Retrieved from: http://nflrc.hawaii.edu/CJKProceedings
Davison, C., & Lai, W. (2007). Competing identities, common issues: Teaching (in) putonghua. Language Policy, 6(1), 119-134.
Domizio, H. L. (1999).Sociopragmatic performance on the oral proficiency interview: a study of American learners of Chinese. Dissertation Abstracts International, 59, 3800-A. [Doctoral dissertation, Columbia University-Teachers College]
Duff, P. A., and Li, D. (2002). The acquisition and use of perfective aspect in Mandarin. In R. Salaberry & Y. Shirai (Eds.), Tense-aspect morphology in L2 acquisition. Amsterdam: John Benjamins.
Elder, C. (2009). Reconciling accountability and development needs in heritage language education: A communication challenge for the evaluation consultant. Language Teaching Research, 13, 15-33.
Everson, M., & Xiao, Y. (Eds.). (2009). Teaching Chinese as a foreign language: Theories and applications. Boston: Cheng & Tsui.
Falsgraf, C. (2007). Innovations in language learning: The Oregon Chinese flagship model. Journal of the National Council of Less Commonly Taught Languages, 4.
Feng, S. (2001). Prosodically Constrained Bare-Verb in ba Constructions. Journal of Chinese Linguistics, 29(2), 243-280.
Fujitani, S-S. (2001). Mandarin le in linguistic, interlanguage and sociolinguistic contexts. Dissertation Abstracts International, 61, 3973-A. [Doctoral dissertation, University of Hawaii]
Good, R.L. (1999). Strategies in the writing of Chinese characters by intermediate and advanced students of Chinese as a foreign language. Dissertation Abstracts International, Section A: The Humanities and Social Sciences, 59(11), 4122-4122.
Hanley, J. R. (2005). Learning to read in Chinese. In M. J. Snowling, C. Hulme, M. J. Snowling & C. Hulme (Eds.), The science of reading: A handbook. (pp. 316-335). Malden, MA US: Blackwell Publishing.
Hansen, L., & Chen, Y-L. (2001). What counts in the acquisition and attrition of numeral classifiers? JALT Journal, 23, 90-110.
Hayden, J. J. (2005). Why Johnny can read Chinese: Working memory, cognitive processes, and reading comprehension. ProQuest Information & Learning. Dissertation Abstracts International Section A: Humanities and Social Sciences, 65 (10), 3742-3742.
He, A. (2004). CA for SLA: Arguments from the Chinese language classroom. Modern Language Journal, 88(4), 568-582.
He, A. (2006). Toward an identity theory of the development of Chinese as a heritage language. Heritage Language Journal, 4(1), 1-28.
He, A., & Xiao, Y. (Eds.). (2008). Chinese as a heritage language. Honolulu: National Foreign Language Resource Center, University of Hawaii.
Higgins, L.T. and Sheldon, K. (2001).Teaching of Mandarin in an English comprehensive school: A case study. Educational Studies, 27, 109-127.
Hsu, H. (2007). Technological transformation: A case study of technology integration in a foreign language program. Dissertation Abstracts International, Section A: The Humanities and Social Sciences, 67(11), 4149-4149.
Huang, J. (2003). Activities as a vehicle for linguistic and sociocultural knowledge at the elementary level. Language Teaching Research, 7, 3-33.
Huang J.C. (2003). Chinese as a foreign language in Canada: A content-based programme for elementary school. Language, Culture & Curriculum, 16(1), 70-89.
Hu-chou, H. L. (2000).Toward an understanding of writing in a second language: Evidence and its implications from L2 writers of Chinese. Dissertation Abstracts International, 61, 1264-A. [Doctoral dissertation, Harvard University]
Iljic, R. (2001). The Problem of the Suffix-Men in Chinese Grammar. Journal of Chinese Linguistics, 29(1), 11-68.
Jiang, W., & Ramsay, G. (2005). Rapport-building through CALL in teaching Chinese as a foreign language: An exploratory study. Language Learning & Technology: A Refereed Journal for Second and Foreign Language Educators, 9(2), 47-63.
Jin, H. (2004). The importance of CFL teacher training on elicitation skills. Journal of Chinese Language Teachers Association, 39(3), 29-50.
Jin, H. (2005). Form-focused instruction and second language learning: Some pedagogical considerations and teaching techniques. Journal of Chinese Language Teachers Association, 40(2), 43-66.
Jin, L. (2008). Using instant messaging interaction (IMI) in intercultural learning. In S. S. Magnan (Ed.), Mediating discourse online. (pp. 275-304). Amsterdam Netherlands: John Benjamins Publishing Company.
Jin, L., & Erben, T. (2007). Intercultural learning via instant messenger interaction. CALICO Journal, 24(2), 291-311.
Julian D, L. (2001). Chinese as a second/foreign language teaching and research: changing classroom contexts and teacher choices. Language Teaching Research, 5, 54-81.
Ke, C. (2005). Patterns of acquisition of Chinese linguistic features by CFL learners. Journal of the Chinese Language Teachers Association, 40(1), 1-24.
Ke, C. (2006). A model of formative task-based language assessment for Chinese as a foreign language. Language Assessment Quarterly, 3(2), 207-227.
Kuo, Y-C. (2000). Strategies for learning classifiers. Social and Cognitive Factors in Second Language Acquisition: Selected Proceedings of the 1999 Second Language Research Forum, Swierzbin, Bonnie, Morris, Frank, Anderson, Michael E., Klee, Carol A., & Tarone, Elaine (Eds.), Somerville, MA: Cascadilla, 424-442.
Kuo-Newhouse, M. L. (2001).The effects of visual and verbal mnemonics on learning Chinese characters in computer-based instruction. Dissertation Abstracts International, 61, 3876-A. [Doctoral dissertation, University of Minnesota at Minneapolis]
Lai, H. (1999). Rejected expectations: the scalar particles cai and jiu. Mandarin Chinese. Linguistics, 37(4), 625-662.
Le, J. (2005). Affective characteristics of American students studying Chinese in china: A study of heritage and non-heritage learners' beliefs and foreign language anxiety. Dissertation Abstracts International, Section A: The Humanities and Social Sciences, 65(10), 3729-3730.
Lee, L. C. (1999). The application of reading strategies by American learners of Chinese as a foreign language when processing narrative and argumentative texts. Dissertation Abstracts International, Section A: The Humanities and Social Sciences, 60(1), 84-84.
Lee-Thompson, L. (2008). An investigation of reading strategies applied by American learners of Chinese as a foreign language. Foreign Language Annals, 41(4), 702-721.
Li, C. (2007). Evolution of the bei Constructions in Chinese. Journal of Chinese Linguistics, 35(1), 98-127.
Li, S. (2008). The characteristics of quality online Chinese language teaching and learning in higher education: Perceptions of teachers and learners. ProQuest Information & Learning. Dissertation Abstracts International Section A: Humanities and Social Sciences, 68 (7), 2909-2909.
Li, W. (1999). Second language acquisition of discourse- and pragmatically-governed word order in Mandarin Chinese. Journal of the Chinese Language Teachers Association, 34, 37-70.
Li, W. (2004). Topic chains in Chinese discourse. Discourse Processes, 37(1), 25-45.
Lin, Y. (2000). Vocabulary acquisition and learning Chinese as a foreign language. Journal of the Chinese Language Teachers Association, 35, 85-108.
Lin, Y. (2004). Chinese vocabulary acquisition and learning Chinese as a foreign language. Dissertation Abstracts International, Section A: The Humanities and Social Sciences, 65(4), 1236-1236.
Linnell, J.D. (2001). Chinese as a second/foreign language teaching and research: changing classroom contexts and teacher choices. Language Teaching Research, 5, 54-81.
Liu, G., & Bianco, J. L. (2007). Teaching Chinese, teaching in Chinese, and teaching the Chinese. Language Policy, 6(1), 95-117.
Liu, J., & Shibata, S. (2008). Why college students want to learn Asian languages:
A comparative study of motivational factors for the selection of Chinese, Japanese, Korean and Vietnamese. Journal of the National Council of Less Commonly Taught Languages, 5, 33-56.
Liu, P. (2006). Community-based Chinese schools in southern California: A survey of teachers. Language, Culture & Curriculum, 19(2), 237-247.
Pan, H., & Hu, J. (2008). A semantic-pragmatic interface account of (dangling) topics in Mandarin Chinese. Journal of Pragmatics, 40(11), 1966-1981.
Ping, D. N. F. (2007). Medium and learning in Chinese and English in Hong Kong classrooms. Language Policy, 6(1), 163-183.
Pu, C. (2009). Chinese american children's bilingual and biliteracy development in heritage language and public schools. ProQuest Information & Learning. Dissertation Abstracts International Section A: Humanities and Social Sciences, 69 (7), 2678-2678.
Ramsay, G. (2001). What are they getting at? Placement of important ideas in lengthy Chinese newstext: a contrastive analysis with Australian newstext. Australian Review of Applied Linguistics, 24, 17-34.
Ramsay, G. (2003). "Virtual" Learning Communities beyond the Classroom: Perceptions of Tertiary Chinese Language and Non-language Learners. Australian Review of Applied Linguistics, 17, 3-24.
Ringvald, V. (1999). The characteristics of learners enrolled in advanced level courses in Hebrew, Chinese, and Japanese at Brandeis University. Dissertation Abstracts International, 60, 1907-A. [Doctoral dissertation, Lesley College]
Ryu-Yang, J. (2001). Motivational orientation, language proficiency, and selected language learner variables of East Asian language learners in the United States. Dissertation Abstracts International, 62, 2058-A. [Doctoral dissertation, University of Kansas]
Sachs, G-T., and Li, C-S. (2001). Cantonese as a second language in post-colonial Hong Kong: a language attitude survey. Perspectives, 13, 22-63.
Scott, M., & Tiun, H. (2007). Mandarin-only to mandarin-plus: Taiwan. Language Policy, 6(1), 53-72.
Sham, D. P. L. (2004). A dual-coding model of processing Chinese as a second language: A cognitive-load approach. Dissertation Abstracts International, Section A: The Humanities and Social Sciences, 65(6), 2126-2126.
Shen, H. & Ke, C. (2007). Radical awareness and word acquisition among non-native learners of Chinese. Modern Language Journal: 91(1), 97-111.
Shen, H.H. (2003). A comparison of written Chinese achievement among heritage learners in homogeneous and heterogeneous groups. Foreign Language Annals, 36(2), 258-266.
Shen, H. H. (2004). Level of cognitive processing: Effects on character learning among non-native learners of Chinese as a foreign language. Language & Education: An International Journal, 18(2), 167-182.
Shen, H.H. (2008). An analysis of word decision strategies among learners of Chinese. Foreign Language Annals, 41(3), 501-524.
Shi, D. (2008). Communication verbs in Chinese and English: A contrastive analysis. Languages in Contrast, 8(2), 181-207.
Shi, E. (2003). Second language grammar and secondary predication (Chinese). ProQuest Information & Learning. Dissertation Abstracts International Section A: Humanities and Social Sciences, 64 (5), 1629-1629.
Zhao, S., Liu, Y., & Hong, H. (2007). Singaporean preschoolers’ oral competence in mandarin. Language Policy, 6(1), 73-94.
Shum, M.S.K. (2006). Exploring an approach for teaching subject specific genres in Chinese: The case of post-colonial Hong Kong. Australian Review of Applied Linguistics, 29(1), 06.1-06.22.
Smith, C. S., & Erbaugh, M. S. (2005). Temporal interpretation in mandarin Chinese. Linguistics, 43(4), 713-756.
Smith, H. A. (2008). Chinese immersion: A study of effective elementary school programs. ProQuest Information & Learning. Dissertation Abstracts International Section A: Humanities and Social Sciences, 68 (8), 3255-3255.
Su, Y. (2003). How the whole language approach using predictable strategies motivates bilingual children learning to read and write Chinese as a second language.
Taft, M., & Chung, K. (1999). Using radicals in teaching Chinese characters to second language learners. Psychologia: An International Journal of Psychology in the Orient, 42(4), 243-251.
Tang, S. (2001). A complementation approach to Chinese passives and its consequences. Linguistics, 39(2), 257-295.
Tao, H. (2005). The gap between natural speech and spoken Chinese teaching material: Discourse perspectives on Chinese. Journal of the Chinese Language Teachers Association, 40(2), 1-24.
Tse, S. K., Shum, M., Ki, W. W., & Chan, Y. M. (2007). The medium dilemma for Hong Kong secondary schools. Language Policy, 6(1), 135-162.
Wang, B. Q. (2002). The early stages of Chinese interlanguage: A longitudinal study of the acquisition of Chinese as a second language by three native English speakers. Dissertation Abstracts International, Section A: The Humanities and Social Sciences, 62(9), 3031-3031.
Wang, J., Spencer, K., & Xing, M. (2009). Metacognitive beliefs and strategies in learning Chinese as a foreign language. System, 37(1), 46-56.
Wang, L., & Higgins, L. (2008). Mandarin teaching in the UK in 2007: A brief report of teachers’ and learners’ views. Language Learning Journal, 36(1), 91-96.
Wang, M. (2004). An ethnographic study of Chinese heritage language education and technological innovations. Journal of the National Council of Less Commonly Taught Languages, 1.
Wang, S. (2008). Syntactic attrition in L2 mandarin speakers. ProQuest Information & Learning). Dissertation Abstracts International Section A: Humanities and Social Sciences, 69 (1), 204-204.
Wang, S. C. (2007). Building societal capital: Chinese in the US. Language Policy, 6(1), 27-52.
Wang, Y. (2008). Beyond negation—the roles of meiyou and bushi in mandarin conversation. Language Sciences, 30(6), 679-713.
Wang, Y., & Tsai, P. (2007). Textual and contextual contrast connection: A study of Chinese contrastive markers across different text types. Journal of Pragmatics, 39(10), 1775-1815.
Wee, I. (2007). Unraveling the relation between Mandarin tones and musical melody. Journal of Chinese Linguistics, 35(1), 128-144.
Weger-Guntharp, H. (2006). Voices from the margin: Developing a profile of Chinese heritage language learners in the FL classroom. Heritage Language Journal, 4(1), 29-46.
Wen, X. (1999). Error and corrective feedback. Journal of the Chinese Language Teachers Association, 34, 1-22.
Wilberschied, L., & Berman, P. (2004). Effect of using photos from authentic video as advance organizers on listening comprehension in a FLES Chinese class. Foreign Language Annals, 37(4), 534-543.
Winke, P.M., & Abbuhl, R. (2007). Taking a closer look at vocabulary learning strategies: A case study of a Chinese foreign language class. Foreign Language Annals, 40(4), 697-712.
Wu, C. (2006). Look who's talking: Language choices and culture of learning in UK Chinese classrooms. Language and Education, 20(1), 62-75.
Wu, M. (1999). A compositional syntax for complex demonstrative noun phrases in Mandarin Chinese. Studies in Linguistic Sciences, 29(1), 87-110.
Xiao, Y. (2006). Heritage learners in the Chinese language classroom: Home background. Heritage Language Journal, 4(1), 47-56.
Xin, J. (2006). The effects of frequency and productivity on character learning by elementary L2 learners from alphabetic language backgrounds. Acta Psychologica Sinica, 38(4), 489-496.
Xu & Jen (2005). “Penless” Chinese language testing. Journal of the Chinese Language Teachers Association, 40(2), 25-42.
Yang, J. (2000). Orthographic effect on word recognition by learners of Chinese as a foreign language. Journal of the Chinese Language Teachers Association, 35, 1-18.
Yang, S. (2008). Narrative of a cross-cultural language teaching experience: Conflicts between theory and practice. Teaching and Teacher Education, 24(6), 1564-1572.
Yao, D. (Ed.). (2006). Chinese language instructional materials and pedagogy. Beijing Language and Cultural University Press.
Yaxu, Z., Hua, S., Houcan, Z., & Xiaolin, Z. (2002). The processing of ambiguous phrases in referential discourse context in Chinese. Acta Psychologica Sinica, 34(2), 126-134.
Ying, H-G. (1999). Access to UG and language transfer: a study of L2 learners' interpretation of reconstruction in Chinese. Second Language Research, 15, 41-72.
Yongde, W. (2004). The comparison of the production of Chinese sentences in foreign students whose native languages are different in typology. Acta Psychologica Sinica, 36(3), 274-280.
Yu, M. (1999). Universalistic and culture-specific perspectives on variation in the acquisition of pragmatic competence in a second language. Pragmatics, 9, 281-312.
Yuan, B. (1999). Acquiring the unaccusative distinction in a second language: evidence from English-speaking learners of L2 Chinese. Linguistics, 37, 275-296.
Yuan, B. (2000). Is thematic-verb raising inevitable in the acquisition of a nonnative language? Proceedings of the Annual Boston University Conference on Language Development, 24, 797-807.
Yuan, B. (2001). 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, 248-272.
Yuan, B. (2007). Japanese speakers' second language Chinese wh-questions: A lexical morphological feature deficit account. Second Language Research, 23(3), 329-357.
Yuan, R. (2006). A probe into learning approaches and attitudes towards technology-enhanced language learning (TELL) in Chinese instruction. Dissertation Abstracts International, Section A: The Humanities and Social Sciences, 66(10), 3560-3560.
Yu-Fang Wang, & Pi-Hua Tsai. (2005). Hao in spoken Chinese discourse: Relevance and coherence. Language Sciences, 27(2), 215-243.
Zhang, D. (2008). Researching the use of WebCT in Chinese language teaching and learning. ProQuest Information & Learning). Dissertation Abstracts International Section A: Humanities and Social Sciences, 68 (7), 2912-2912.
Zhang, X. (2002). Understanding Chinese compounds. Dissertation Abstracts International, 62, 2406-A. [Doctoral dissertation, Rice University]
Zhang, X. (2002). Second language acquisition of Chinese anaphor by the native English speakers. ProQuest Information & Learning). Dissertation Abstracts International Section A: Humanities and Social Sciences, 63 (6), 2226-2226.
Zhu, Y. (2006). Effects of voiced-pronunciation and stroke sequence animation on production of characters by beginners of Chinese as a foreign language. Dissertation Abstracts International, Section A: The Humanities and Social Sciences, 67(3), 831-831. |