Developing Writing Competence in L2 Chinese Classrooms

Description

Valuable resource positioning writing development as a vital component for the successful acquisition of Chinese

This edited volume focuses on writing Chinese as a second language (L2). It provides readers with cutting-edge empirical research and insightful teaching methods and strategies for effectively developing L2 writing competence in L2 Chinese classroom contexts. The themes encompass heritage versus foreign language writers, individual versus collaborative writing, writing as process versus writing as product, writing-focused intervention and written corrective feedback in L2 Chinese classrooms, as well as online writing instruction during and beyond the pandemic. In addition to providing meaningful and innovative contributions for graduate students and researchers who wish to further explore learners’ writing development in L2 Chinese, each chapter offers practical, detailed and insightful pedagogical recommendations to assist language teachers and educators, graduate students and research scholars in making well-informed decisions on writing instruction in L2 Chinese and to facilitate the implementation of writing-focused activities within classrooms.

Contributors

Acknowledgments

Li Yang and Laura Valentín-Rivera: Contextualizing the Importance of Writing: A Call for Action in L2 Chinese Classrooms

Chapter 1. Shuyi Yang: Writing Processes and Products of Chinese as Heritage and Foreign Language Learners

Chapter 2. Brian Olovson and Sha Huang: Collaborative Writing in a Tertiary Chinese as a Foreign Language Classroom: Processes and Products

Chapter 3. Li Yang and Zenan Zhao: Learners’ Writing Strategies in L2 Chinese: A Cross-Sectional Study

Chapter 4. Xiaofei Pan: Investigating Nominal Structures in L2 Chinese Writing: A Systemic Functional Linguistics Perspective

Chapter 5. Jia Lin and Gengsong Gao: Exploring L2 Chinese Learners’ Connective Usage in Writing: An Error Analysis Approach

Chapter 6. Lijuan Ye: Facebook as a Mediator for L2 Chinese Writing: Practices and Perceptions

Chapter 7. Laura Valentín-Rivera: The Efficacy of Teachers’ Written Corrective Feedback in the L2 Chinese Classroom: Learner Perceptions and Preferences

Chapter 8. Daniel Román-Zúñiga, Idoia Elola and Raychel Vasseur: L2 Writing under Pandemic Conditions: How Do Chinese and Spanish Instructors Adapt?

Li Yang and Laura Valentín-Rivera: Concluding Remarks

Index

Sujets

• Disciplines
• Language Arts
• Sociologie, société et politique
• Linguistics
• Language Acquisition: A Journal of Developmental Linguistics
• Professional
• Psycholinguistics
• Postgraduate education
• Language acquisition
• Chinese
• Research
• Postgraduate
• SLA

Informations

• Publié par: Channel View Publications
• Date de parution: 26 avril 2023
• Nombre de lectures: 0
• EAN13: 9781800413054
• Langue: English
• Poids de l'ouvrage: 14 Mo

Extrait

Developing Writing Competence in L2 Chinese Classrooms
SECOND LANGUAGE ACQUISITION
Series Editors : Professor David Singleton , University of Pannonia, Hungary and Fellow Emeritus, Trinity College, Dublin, Ireland and Professor Simone E. Pfenninger , University of Zurich, Switzerland
This series brings together titles dealing with a variety of aspects of language acquisition and processing in situations where a language or languages other than the native language is involved. Second language is thus interpreted in its broadest possible sense. The volumes included in the series all offer in their different ways, on the one hand, exposition and discussion of empirical findings and, on the other, some degree of theoretical reflection. In this latter connection, no particular theoretical stance is privileged in the series; nor is any relevant perspective – sociolinguistic, psycholinguistic, neurolinguistic, etc. – deemed out of place. The intended readership of the series includes final-year undergraduates working on second language acquisition projects, postgraduate students involved in second language acquisition research, and researchers, teachers and policymakers in general whose interests include a second language acquisition component.
All books in this series are externally peer-reviewed.
Full details of all the books in this series and of all our other publications can be found on http://www.multilingual-matters.com , or by writing to Multilingual Matters, St Nicholas House, 31–34 High Street, Bristol, BS1 2AW, UK.
SECOND LANGUAGE ACQUISITION: 161
Developing Writing Competence in L2 Chinese Classrooms
Research and Application
Edited by
Li Yang and Laura Valentín-Rivera
MULTILINGUAL MATTERS
Bristol • Jackson
DOI https://doi.org/10.21832/YANG3030
Library of Congress Cataloging in Publication Data
A catalog record for this book is available from the Library of Congress.
Names: Yang, Li, editor. | Valentín-Rivera, Laura, editor.
Title: Developing Writing Competence in L2 Chinese Classrooms: Research and Application/Edited by Li Yang and Laura Valentín-Rivera.
Description: Bristol; Jackson: Multilingual Matters, [2023] | Series: Second Language Acquisition: 161 | Includes bibliographical references. | Summary: “This edited volume focuses on writing Chinese as a second language (L2). It provides readers with cutting-edge empirical research and insightful teaching methods and strategies for effectively developing L2 writing competence in L2 Chinese classroom contexts”—Provided by publisher.
Identifiers: LCCN 2022057530 (print) | LCCN 2022057531 (ebook) | ISBN 9781800413030 (hardback) | ISBN 9781800413047 (pdf) | ISBN 9781800413054 (epub)
Subjects: LCSH: Chinese language—Rhetoric—Study and teaching—Foreign speakers. | Second language acquisition.
Classification: LCC PL1271 .D48 2023 (print) | LCC PL1271 (ebook) | DDC 495.180071—dc23/eng/20230206 LC record available at https://lccn.loc.gov/2022057530
LC ebook record available at https://lccn.loc.gov/2022057531
British Library Cataloguing in Publication Data
A catalogue entry for this book is available from the British Library.
ISBN-13: 978-1-80041-303-0 (hbk)
Multilingual Matters
UK: St Nicholas House, 31–34 High Street, Bristol, BS1 2AW, UK.
USA: Ingram, Jackson, TN, USA.
Website: www.multilingual-matters.com
Twitter: Multi_Ling_Mat
Facebook: https://www.facebook.com/multilingualmatters
Blog: www.channelviewpublications.wordpress.com
Copyright © 2023 Li Yang, Laura Valentín-Rivera and the authors of individual chapters.
All rights reserved. No part of this work may be reproduced in any form or by any means without permission in writing from the publisher.
The policy of Multilingual Matters/Channel View Publications is to use papers that are natural, renewable and recyclable products, made from wood grown in sustainable forests. In the manufacturing process of our books, and to further support our policy, preference is given to printers that have FSC and PEFC Chain of Custody certification. The FSC and/or PEFC logos will appear on those books where full certification has been granted to the printer concerned.
Typeset by Nova Techset Private Limited, Bengaluru and Chennai, India.
Contents
Contributors
Acknowledgments
Contextualizing the Importance of Writing: A Call for Action in L2 Chinese Classrooms
1 Writing Processes and Products of Chinese as Heritage and Foreign Language Learners
Shuyi Yang
2 Collaborative Writing in a Tertiary Chinese as a Foreign Language Classroom: Processes and Products
Brian Olovson and Sha Huang
3 Learners’ Writing Strategies in L2 Chinese: A Cross-Sectional Study
Li Yang and Zenan Zhao
4 Investigating Nominal Structures in L2 Chinese Writing: A Systemic Functional Linguistics Perspective
Xiaofei Pan
5 Exploring L2 Chinese Learners’ Connective Usage in Writing: An Error Analysis Approach
Jia Lin and Gengsong Gao
6 Facebook as a Mediator for L2 Chinese Writing: Practices and Perceptions
Lijuan Ye
7 The Efficacy of Teachers’ Written Corrective Feedback in the L2 Chinese Classroom: Learner Perceptions and Preferences
Laura Valentín-Rivera
8 L2 Writing under Pandemic Conditions: How Do Chinese and Spanish Instructors Adapt?
Daniel Román-Zúñiga, Idoia Elola and Raychel Vasseur
Concluding Remarks
Index
Contributors
Idoia Elola is Professor of Spanish and Applied Linguistics in the Department of Classical and Modern Languages and Literatures at Texas Tech University in the United States. She is co editor-in-chief of the journal System . Her research focuses primarily on (digital) second language writing, specifically on areas such as collaborative and individual writing using social tools, digital literacies, feedback and the use of multimodal texts (digital stories, story maps, blogs) from cognitive and sociocultural perspectives. She also focuses on Spanish as foreign language and Spanish heritage language learners’ writing cognitive processes. Her work has been published nationally and internationally.
Gengsong Gao is an Associate Professor of Chinese Studies at the University of Richmond in the United States. His research interests include Chinese literature, culture and Chinese language teaching.
Sha Huang received a PhD in ESL and Foreign Language Education at the University of Iowa. She is currently Associate Professor of Chinese Studies and Coordinator of the Asian Studies program at Kennesaw State University in the United States. Her research interests include reading and writing Chinese as a foreign language, reading strategies of learners of Chinese and material development in classroom.
Jia Lin is an Assistant Professor at Howard University School of Education in the United States. Her research interests include educational measurement, language testing, second language reading and language learning strategies.
Brian Olovson holds a PhD in Second Language Acquisition from the University of Iowa. He currently is Assistant Professor of World Language Education/Spanish and Coordinator of the World Language Teacher Education program at Kennesaw State University in the United States. His research interests include instructed second language acquisition, world language teacher training and second language writing.
Xiaofei Pan is a lecturer of Chinese language in the Language and Culture Center at Duke Kunshan University in China. Her teaching and research interests include L2 writing development and assessment, authentic materials for language instruction, and innovative technology for language teaching and learning. She has a PhD in second language acquisition from the University of Iowa and has taught Chinese as a second language at various levels, both in China and in the US.
Daniel Román-Zúñiga is a PhD candidate of Hispanic Linguistics at Texas Teach University in the United States. He completed his MA in Second Language Acquisition with a focus on Spanish at Kansas State University. His research focuses primarily on second language and Spanish heritage language digital writing. He is also interested in multimodality and multiliteracies. He has presented in national conferences such as Céfiro , at Texas State University, and Initials , at Kansas State University.
Laura Valentín-Rivera is Associate Professor of Spanish in the Department of Modern Languages at Kansas State University in the United States. Her academic interests include Spanish applied linguistics, heritage language learners’ literacy skills and collaboration mediated by social tools, and Spanish in the United States.
Raychel Vasseur (PhD, University of Iowa) is an independent scholar working in curriculum development for a startup. Previously, she was an Assistant Professor and Director of the Spanish Foundations Program at Texas Tech University in the United States. She taught courses in second language pedagogy, intercultural competence and Hispanic linguistics. Her research interests include language acquisition in the study abroad context, intercultural competence, willingness to communicate, L2 multiliteracies, the development and assessment of intercultural (communicative) competence and CALL.
Li Yang is Associate Professor of Chinese in the Department of Modern Languages at Kansas State University in the United States. She conducts research in second language acquisition of Chinese, focused on interlanguage pragmatics and second language writing. She has published articles in refereed journals and edited volumes in both the United States and China.
Shuyi Yang received a PhD in Second Language Acquisition at the University of Iowa and is currently a Chinese lecturer at Johns Hopkins University in the United States. Her research interests include cognitive processes in Chinese L2 reading comprehension, Chinese L2 reading and writing assessment, Chinese L2 vocabulary acquisition and Chinese L2 pragmatics acquisition. She has published papers in several outstanding journa