The Routledge Handbook of Chinese Second Language Acquisition is the first reference work of its kind. The handbook contains twenty contributions from leading experts in the field of Chinese SLA, covering a wide range of topics such as social contexts, linguistic perspectives, skill learning, individual differences and learning settings and testing. Each chapter covers historical perspectives, core issues and key findings, research approaches, pedagogical implications, future research direction and additional references. The Routledge Handbook of Chinese Second Language Acquisition is an essential reference for Chinese language teachers and researchers in Chinese applied linguistics and second language acquisition.
The Routledge Handbook of Chinese Language Teaching defines Chinese language teaching in a pedagogical, historical, and contemporary context. Throughout the volume, teaching methods are discussed, including the traditional China-based approach, and Western methods such as communicative teaching and the immersion program. The Handbook also presents a pedagogical model covering pronunciation, tones, characters, vocabulary, grammar, and the teaching of listening, speaking, reading, and writing. The remaining chapters explore topics of language assessment, technology enhanced instruction, teaching materials and resources, Chinese for specific purposes, classroom implementation, social contexts of language teaching and language teaching policies, and pragmatics and culture. Ideal for scholars and researchers of Chinese language teaching, the Handbook will benefit educators and teacher training programs. This is the first comprehensive volume exploring the growing area of Chinese language pedagogy.
The Routledge Handbook of Second Language Acquisition and Pragmatics is a comprehensive critical survey of the field of L2 pragmatics, collecting a number of chapters that highlight the key theories, methods, pedagogies, and research findings throughout its development over the last four decades. Demonstrating the ways in which pragmatics has long served as a lens through which to examine patterns of L2 development, the volume is divided into six parts which reflect the field’s structure and evolution: • Constructs and units of analysis • Theoretical approaches • Methodological approaches • Pedagogical approaches • Contexts and individual considerations • L2 pragmatics in the global era The handbook has a particular focus on covering not only traditional topics in the field, such as constructs of pragmatic competence (e.g., speech acts, implicature), teaching and assessment, and pragmatics learning in a study abroad program, but also emerging areas of study, including interactional pragmatics, intercultural pragmatics, usage-based approaches, corpus linguistics, and psycholinguistic experimentation. Each chapter introduces the topic and follows with a description of its theoretical underpinnings, an overview of existing literature, appraisal of current practice, concluding with a discussion of future directions for research and key readings. The Routledge Handbook of Second Language Acquisition and Pragmatics is an essential resource for those with an interest in second language acquisition, pragmatics, and language teaching.
This state-of-the-art volume offers a comprehensive, accessible, and uniquely interdisciplinary examination of social factors’ role in second language acquisition (SLA) through different theoretical paradigms, methodological traditions, populations, contexts, and language groups. Top scholars from around the world synthesize current and past work, contextualize the central issues, and set the future research agenda on second language variation, including languages studied or taught less commonly. This will be an indispensable resource to scholars and advanced students of SLA, applied linguistics, education, and other fields interested in the social aspects of language learning in research practice and instruction.
The Routledge Handbook of Second Language Acquisition and Pedagogy of Persian offers a detailed overview of the field of Persian second language acquisition and pedagogy. The Handbook discusses its development and captures critical accounts of cutting edge research within the major subfields of Persian second language acquisition and pedagogy, as well as current debates and problems, and goes on to suggest productive lines of future research. The book is divided into the following four parts: I) Theory-driven research on second language acquisition of Persian, II) Language skills in second language acquisition of Persian, III) Classroom research in second language acquisition and pedagogy of Persian, and IV) Social aspects of second language acquisition and pedagogy of Persian. The Routledge Handbook of Second Language Acquisition and Pedagogy of Persian is an essential reference for scholars and students of Persian SLA and pedagogy as well as those researching in related areas.
The Routledge Handbook of Chinese Applied Linguistics is written for those wanting to acquire comprehensive knowledge of China, the diaspora and the Sino-sphere communities through Chinese language. It examines how Chinese language is used in different contexts, and how the use of Chinese language affects culture, society, expression of self and persuasion of others; as well as how neurophysiological aspects of language disorder affect how we function and how the advance of technology changes the way the Chinese language is used and perceived. The Handbook concentrates on the cultural, societal and communicative characteristics of the Chinese language environment. Focusing on language use in action, in context and in vivo, this book intends to lay empirical grounds for collaboration and synergy among different fields.
The Routledge Handbook of Korean as a Second Language aims to define the field and to present the latest research in Korean as a second language (KSL). It comprises a detailed overview of the field of KSL teaching and learning, discusses its development, and captures critical cutting-edge research within its major subfields. As the first handbook of KSL published in English, this book will be of particular interest to advanced undergraduates, graduate students, language teachers, curriculum developers, and researchers in the fields of KSL and applied linguistics. While each chapter will be authored by internationally renowned scholars in its major subfields, the handbook aims to maintain accessibility so that it can also be of value to non-specialists.
This book is the first edited book to cover a wide range of issues related to Chinese as a second language (CSL) speech, including tone and segment acquisition and processing, categorical perception of tones, CSL fluency, CSL intelligibility/comprehensibility and accentedness, and pronunciation pedagogy. Moreover, the book addresses both theoretical and pedagogical issues. It offers an essential go-to book for anyone who is interested in CSL speech, e.g. CSL speech researchers, Chinese instructors, CSL learners, and anyone interested in second language speech.
The Routledge Handbook of Heritage Language Education provides the rapidly growing and globalizing field of heritage language (HL) education with a cohesive overview of HL programs and practices relating to language maintenance and development, setting the stage for future work in the field. Driving this effort is the belief that if research and pedagogical advances in the HL field are to have the greatest impact, HL programs need to become firmly rooted in educational systems. Against a background of cultural and linguistic diversity that characterizes the twenty-first century, the volume outlines key issues in the design and implementation of HL programs across a range of educational sectors, institutional settings, sociolinguistic conditions, and geographical locations, specifically: North and Latin America, Europe, Israel, Australia, New Zealand, Japan, and Cambodia. All levels of schooling are included as the teaching of the following languages are discussed: Albanian, Arabic, Armenian (Eastern and Western), Bengali, Brazilian Portuguese, Chinese, Czech, French, Hindi-Urdu, Japanese, Khmer, Korean, Pasifika languages, Persian, Russian, Spanish, Turkish, Vietnamese, and Yiddish. These discussions contribute to the development and establishment of HL instructional paradigms through the experiences of “actors on the ground” as they respond to local conditions, instantiate current research and pedagogical findings, and seek solutions that are workable from an organizational standpoint. The Routledge Handbook of Heritage Language Education is an ideal resource for researchers and graduate students interested in heritage language education at home or abroad.
This volume, through highly selective and rigorous review processes, has collected eight empirical studies showcasing research advances in multiple domains including child first language, adult additional language, and heritage language acquisition. The studies are theoretically motivated and have adopted a spectrum of innovative methodological strategies to achieve a broader understanding of the nature of learning and the learning process. The volume encompasses a wide range of contents: 1) The L1 and L2 acquisition of syntax, semantics, phonetics, and the syntax-discourse interface; 2) Data comparisons across different learner groups: L1 Chinese children, L2 Chinese learners, and Chinese heritage speakers; 3) Acquisition of language skills: speaking, listening, and writing; and last but not least, 4) Instructional interventions including consciousness-raising and metacognitive strategy training. The volume is intended to bridge the gap between research and instruction by helping teachers understand their students and their learning. Informed by research, teachers can opt for appropriate pedagogical approaches and instructional conditions for their students. The volume is guest-edited by Xiaohong Wen, Professor in Applied Linguistics and Chinese language Acquisition at the University of Houston.
This collection brings together a series of empirical studies on topics surrounding classrooms of Chinese as a second language (L2) by drawing on a range of theoretical frameworks, methodological strategies, and pedagogical perspectives. Over the past two decades, research on classroom-based second language acquisition (SLA) has emerged and expanded as one of the most important sub-domains in the general field of SLA. In Chinese SLA, however, scarce attention has been devoted to this line of research. With chapters written by scholars in the field of SLA—many of whom are experienced in classroom teaching, teacher education, or program administration in Chinese as a second language—this book helps disentangle the complicated relationships among linguistic targets, pedagogical conditions, assessment tools, learner individual differences, and teacher variables that exist in the so-called "black-box" classrooms of L2 Chinese.
This book presents a collection of original research articles that showcase the state of the art of research in corpus and computational linguistic approaches to Chinese language teaching, learning and assessment. It offers a comprehensive set of corpus resources and natural language processing tools that are useful for teaching, learning and assessing Chinese as a second or foreign language; methods for implementing such resources and techniques in Chinese pedagogy and assessment; as well as research findings on the effectiveness of using such resources and techniques in various aspects of Chinese pedagogy and assessment.