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Learning Chinese : linguistic, sociocultural, and narrative perspectives /
The acquisition of Mandarin Chinese, one of the most important and widely spoken languages in the world today, is the focus of this innovative study. It describes the rise of Chinese as a global language and the many challenges and opportunities associated with learning it. The collaborative, multip...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | , , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Berlin ; Boston :
De Gruyter Mouton,
2013.
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| Colección: | Trends in applied linguistics ;
5. |
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Preface; List of figures; List of tables; 1 'China Rising': Chinese and Chinese Language Learning as Global Phenomena; 1.1 Introduction: China (and Chinese) rising; 1.2 Media portrayals of the rise of Chinese; 1.3 Complexities and politics of Chinese language(s) and literacies; 1.4 Cultural politics and ideologies surrounding Chinese language education, learning, and use; 1.5 Chinese language education: Pragmatic curricular issues; 1.6 Trends and gaps in Chinese language education and applied linguistics research; 1.7 Investigating Chinese language learning from multiple new perspectives.
- 1.8 Existing (auto)biographical accounts of learning Chinese1.9 Contemporary case studies in CAL on identity, ideologies, and narrativity; 1.10 Chinese as a heritage language; 1.11 New directions in Chinese language learning; 1.12 The study presented in this book; 1.12.1 Research methodology; 1.12.1.1 Participants; 1.12.1.2 Research design and procedures; 1.12.1.3 Triangulating epistemic stances: Insiders and outsiders
- 1.12.1.4 Procedures and timeline for data collection and analysis; 1.12.1.5 Description of research procedures and process; 1.13 Organization of this book.
- 2 Developing Chinese Proficiency: Linguistic Perspectives2.1 Introduction: Researching Chinese language learners' development; 2.2 Existing research on linguistic dimensions of Chinese as an additional language; 2.2.1 Linguistic approaches; 2.2.2 Linguistic development in sociocultural and phenomenological (narrative) accounts of Chinese SLA; 2.3 CAL participants' linguistic profiles; 2.3.1 Overview; 2.3.1.1 Ella's language background; 2.3.1.2 Elliott's language background; 2.3.1.3 Patsy's language background; 2.3.1.4 Roma's language background; 2.3.1.5 Tim's language background.
- 2.3.1.6 Summary of participants' language backgrounds2.3.2 Formally assessing and describing CAL proficiency; 2.3.3 Proficiency self-assessments; 2.4 Oral proficiency; 2.4.1 Challenges in learning to speak Chinese; 2.4.1.1 The challenge of dialects in CAL; 2.4.1.2 The challenge of tones in CAL; 2.4.2 The CAL proficiency interviews; 2.4.2.1 Interview structure; 2.4.2.2 Transcription of interviews; 2.4.2.3 Contextualizing the proficiency interviews in relation to learner background, learning contexts, and interview context; 2.4.2.4 Rachel's observations.
- 2.4.2.5 Quantitative analysis and linguistic comparison of group's interview data2.4.3 Qualitative analysis of oral proficiency data: Grammatical variety analysis; 2.4.3.1 Morpheme analysis: Semantic and grammatical functions and constructions; 2.4.3.2 Issues with qualitative analysis of grammatical competency; 2.5 Summary of linguistic analysis of proficiency, development, and variation; 3 Developing Everyday Chinese Literacies: Sinographic Choices, Practices, and Identities; 3.1 Introduction; 3.2 Chinese orthography and literacy: Investments, practices, and identities.