Chinese as a foreign language in the US

Journal of Chinese Linguistics

Volumn 39, Issue 1, 2011, Pages 177-238

  Ke, Chuanren ^a,b   Li, Yen Hui Audrey ^c  

^a UNIVERSITY OF IOWA   (United States)

^b EAST CHINA NORMAL UNIVERSITY   (China)

^c UNIVERSITY OF SOUTHERN CALIFORNIA   (United States)

Author keywords

Chinese as a foreign language teaching in the us

Indexed keywords

EID: 79952832055     PISSN: 00913723     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (138)

1. ARCHIBALD, John. 1998. Second language phonology. Amsterdam: John Benjamins.
2. ARNOLD, Jane. 2000. Seeing through listening comprehension exam anxiety. TESOL Quarterly, 34(4): 777-786.
3. BERNHARDT, Elizabeth B. 1991. Reading development in a second language. Norwood, NJ: Ablex.
4. BOURGERIE, Dana S. 1996. Acquisition of modal particles in Chinese second language learners. In Chinese pedagogy: An emerging field, ed. Scott McGinnis, 107-134. Columbus, OH: Ohio State University Foreign Language Publications.
5. BREZNITS, Zvia. 2006. Fluency in reading: Synchronization of processes. Lawrence Erlbaum Associates.
6. BROWN, Gillian. 1986. Investigating Listening Comprehension in Context. Applied Linguistics, 7(3): 284-302.
7. CHAO, Der-Lin. 1997. Chinese for Chinese-Americans: A case study. Journal of the Chinese Language Teachers Association, 32(2): 1-14.
8. -. 1998. Attitudes toward speaking Chinese in an immersion program: The effects on language learning. Journal of the Chinese Language Teachers Association, 33(1): 1-17.
9. CHAO, Yuen-Ren. 1933. Tone and intonation in Chinese. Bulletin of the Institute of History and Philology, Academic Sinica, 4(2): 121-34.
10. CHEN, Gwang-tsai. 1974. Pitch range of English and Chinese speakers. Journal of Chinese Linguistics, 2(2): 159-171.
11. CHEN, Qinghai. 1997. Toward a sequential approach for tonal error analysis. Journal of the Chinese Language Teachers Association, 32(1): 21-39.
12. CHIANG, Mien-hwa. 2002. An investigation of students' perspective on Chinese language learning. Journal of the Chinese Language Teachers Association, 37(1): 43-63.
13. Chinese Reading World. 2004. http://www.uiowa.edu/~chnsrding
14. DINNSEN, Daniel. 1983. On the characteristization of phonological neutralization. Indiana University Linguistics Club.
15. DOMIZIO, Hsiu-huei L. 1999. Sociopragmatic performance on the oral proficiency interview: a study of American learners of Chinese. PhD Dissertation, Columbia University.
16. DUANMU, San. 2000. The phonology of standard Chinese. Hong Kong: Oxford University Press.
17. ECKMAN, Fred. 1977. Markedness and the Contrastive Analysis Hypothesis. Language Learning, 27: 315-330.
18. EVERSON, Michael E. 1988. Speed and comprehension in reading Chinese: Romanization vs. Characters revisited. Journal of the Chinese Language Teachers Association, 23(2): 1-16.
19. -. 1998. Word Recognition among Learners of Chinese as a Foreign Language: Investigating the Relationship between Naming and Knowing. Modern Language Journal, 82(2): 194-204.
20. EVERSON, Michael E. and Chuanren Ke. 1997. An inquiry into the reading strategies of intermediate and advanced learners of Chinese as a foreign language. Journal of the Chinese Language Teachers Association, 32(1): 1-22.
21. FEYTEN, Carine M. 1991. The power of listening ability: An overlooked dimension in language acquisition. Modern Language Journal, 75(2): 173-180.
22. FIELD, John. 2009. Listening in the Language Classroom. Cambridge University Press.
23. FLEGE, James E. 1995. Second language speech learning theory, findings, and problems. In Speech perception and linguistic experience issues in cross-language research, ed. Winifred Strange, 233-277. Baltimore: York Press.
24. FROMKIN, Victoria A. 1978. Tone: A linguistic survey. San Diego, CA: Academic Press.
25. FRY, Dennis B. 1968. Prosodie phenomena. In Manuel of phonetics, ed. Bertil Malmberg, 365-410. Amsterdam: North-Holland Publishing Co.
26. GRAHAM, Suzanne. 2002. Experiences of learning French: a snapshot at Years 11, 12 and 13. Language Learning Journal, 25(1): 15-20.
27. HAYDEN, Jeffrey. 1998. The influence of a semester abroad on reading proficiency: A descriptive study. Journal of the Chinese Language Teachers Association, 55(3): 13-24.
28. -. 2003. Shocking our students to the next level: Language loss and implications for teaching Chinese as a foreign language. Journal of the Chinese Language Teachers Association, 38(3): 1-20.
29. HAYES, Edmund. 1987. The relationship between Chinese character complexity and character recognition. Journal of Chinese Language Teachers Association, 22(2): 45-57.
30. -. 1988. Encoding strategies used by native and non-native readers of Chinese Mandarin. Modern Language Journal, 72: 188-195.
31. - 1990. The Relationship between 'word length' and memorability among L2 readers of Chinese Mandarin. Journal of Chinese Language Teachers Association, 25(3): 31-41.
32. HE, Agnes W. 2004a. CA for SLA: Arguments from Chinese language classes. The Modern Language Journal, 88(4):568-582. Special Issue: Classroom talks.
33. -. 2004b. Identity construction in Chinese heritage language classes. Pragmatics, 14(2/3): 199-216. Special Issue: Relationality: Discursive constructions of Asian Pacific American identities.
34. -. 2006. Toward an Identity Theory of the Development of Chinese as a Heritage Language. Heritage Language Journal, 4(1): 1-28
35. -, and Yun Xiao, ed. 2008. Chinese as a heritage language: Fostering rooted world citizenry. Honolulu: National Foreign Language Resource Center/ University of Hawaii Press.
36. HENDRYX, Jason. 2008. The Chinese heritage language learners' existing linguistic knowledge and abilities. In Chinese as a Heritage Language: Fostering Rooted World Citizenry, ed. Agnes W. He and Yun Xiao, 53-66.
37. Honolulu: National Foreign Language Resource Center/ University of Hawaii Press.
38. HONG, Wei. 1997. Sociopragmatics in language teaching: With examples of Chinese request. Journal of the Chinese Language Teachers Association, 32(1): 95-107.
39. HUANG, James. 1989. Pro-drop in Chinese: A generalized control theory. In The null subject parameter, ed. Osvaldo Jaeggli and Kenneth Safir, 185-214. Dordrecht: Kluwer Academic Publishers.
40. Huang, Yi-Tzu. 2009. Chinese heritage learners' interactive patterns in collaborative discussion. MA Thesis. Department of Asian and Slavic Languages and Literature, The University of Iowa.
41. IHDE, Thomas W., and Ming Jian. 2003. Language learning and the on-line environment: The views of learners of Chinese. Journal of the Chinese Language Teachers Association, 38(1): 25-50.
42. JACKSON, Nancy, Michael Everson and Chuanren Ke. 2003. Beginning readers' awareness of the orthographic structure of semantic-phonetic compounds: Lessons from a study of learners of Chinese as a foreign language. In Reading Development in Chinese Children, ed. Catherine McBride-Chang and HsuanchihChen, 141-153. London: Praeger Publishers.
43. JIA, Gisela. 2008. Heritage language development, maintenance, and attrition among recent Chinese immigrants in New York City. In Chinese as a Heritage Language: Fostering Rooted World Citizenry, ed. Agnes W. He and Yun Xiao, 189-204. Honolulu: National Foreign Language Resource Center/ University of Hawaii Press.
44. JIA, Li, and Robert Bayley. 2008. The (Re)acquisition of perfective aspects marking by Chinese heritage language learners. In Chinese as a Heritage Language: Fostering Rooted World Citizenry, ed. Agnes W. He and Yun Xiao, 205-224. Honolulu: National Foreign Language Resource Center/ University of Hawaii Press.
45. JIN, Honggang. 1992. Pragmaticization and the L2 acquisition of Chinese BA constructions. Journal of the Chinese Language Teachers Association, 28(3): 33-52.
46. -. 1994 Topic-prominence and subject-prominence in L2 acquisition: Evidence of English-to-Chinese typological transfer. Language Learning, 44(1): 101-122.
47. KE, Chuanren. 1993. An empirical investigation of the relationship between a simulated oral proficiency interview and the ACTFL Oral Proficiency Interview. SELECTA, 14: 6-10.
48. -. 1996a. An empirical study on the relationship between Chinese character recognition and production. Modern Language Journal, 80(3): 340-350.
49. - 1996b. A model for Chinese orthographic awareness developmental stages. Unpublished manuscript.
50. -. 1998a. Effects of Strategies on the Learning of Chinese Characters among Foreign Language Students. Journal of Chinese Language Teachers Association, 33(2): 93-112.
51. -. 1998b. Effects of language background on the learning of Chinese characters among foreign language students. Foreign Language Annals, 31: 91-100.
52. -. 2005. Acquisition Patterns of Chinese Linguistic Features for CFL Learners. Journal of the Chinese Language Teachers Association, 40(1): 1-24.
53. -. 2006a. A Model of Formative Task-based Language Assessment for Chinese as a Foreign Language. Language Assessment Quarterly, 3(2): 207-227.
54. KE, Chuanren and Daniel Reed. 1995. An analysis of results from the ACTFL Oral Proficiency Interview and the Chinese Proficiency Test before and after intensive instruction in Chinese as a foreign language. Foreign Language Annals, 28: 208-222.
55. KE, Chuanren and Michael Everson. 1999. Recent research in CFL reading and its pedagogical implications. In Mapping the Course of the Chinese Language Field, ed. Madeline Chu, 189-203. Vol.3 of Chinese Language Teachers Association Monograph Series. Kalamazoo, MI: Chinese Language Teachers Association.
56. KE, Chuanren, Xiaohong Wen and Claire Kotenbeutel. 2001. Report on the 2000 CLTA Articulation Project. Journal of the Chinese Language Teachers Association, 36(3): 23-58.
57. KE, Chuanren and Alan Peterka. 2002. Task-based language instruction: Chinese speaking class. The Ohio State University Foreign Language Publications. ISBN: 0-87415-348-4
58. KE, Chuanren and Zizi Zhang. 2002. Chinese computerized adaptive listening comprehension test (CCALT). ISBN: 0-87415-350-6. http://ccalt.com
59. KE, Chuanren and Julian Wheatley. 2008. Easing the Transition: A Preliminary Investigation of the Articulation of Chinese Language Study at Institutions at Home and Abroad. In (Chinese as a Foreign/Second Language in the Study Abroad Context), ed. Carolyn Kunshan Lee, 32-50. Peking University Press.
60. KODA, Keiko. 2004. Insight into second language reading: A cross-linguistic approach. Cambridge University Press.
61. KODA, Keiko, Chan Lu and Yanhui Zhang. 2008. Effects of print input on morphological awareness among Chinese heritage language learners. In Chinese as a Heritage Language: Fostering Rooted World Citizenry, ed. Agnes W. He and Yun Xiao, 125-135. Honolulu: National Foreign Language Resource Center/ University of Hawaii Press.
62. KUO, Jenny Y. 2000. Strategies for learning classifiers. In Social and cognitive factors in second language acquisition, ed. Bonnie Swierzbin, Frank Morris, Michael E. Anderson, Carol A. Klee and Elaine Tarone, 424-442. Somerville, MA: Cascadilla Press.
63. KUO, Mei-Liang Amy, and S. Hooper. 2004. The effects of visual and verbal coding mnemonics on learning Chinese characters in computer-based instruction. ETR&D, 52(3): 23-38. (Pubitemid 40030993)
64. LENNENBERG, Eric. 1967. Biological foundation of language. New York: John Wiley.
65. LI, Audrey. 1998. Steps towards reading proficiency: Progressive readings. Journal of Chinese Language Teachers Association, 33(3): 79-96.
66. LI, Charles, and Sandra Thompson. 1981. Mandarin Chinese: A functional reference grammar. Los Angeles, California: University of California Press, Berkeley.
67. LI, Wendan. 1999. Second language acquisition of discourse- and pragmatically-governed word order in Mandarin Chinese. Journal of the Chinese Language Teachers Association, 34(2): 37-70.
68. LIN, Tao, and Lijia Wang, 1985. LIN, Yi. 2000. Vocabulary acquisition and learning Chinese as a foreign language. Journal of the Chinese Language Teachers Association, 35(1): 85-108.
69. LIN, Yen-Hwei. 2007. The Sounds of Chinese. New York: Cambridge University Press.
70. LONG, Michael. 2006. Problems in SLA. Mahwah, NJ: Laurence Erlbaum Associates.
71. LU, Bingfu. 1997. Computer-aided training in reading Chinese. Journal of the Chinese Language Teachers Association, 32(2): 57-73.
72. MAJOR, Roy. 1987. Foreign accent: Recent research and theory. International Review of Applied Linguistics, 25: 185-202.
73. -. 2001. Foreign accent: The Ontongeny and phylogeny of second language phonology. Mahwah, NJ: Lawrence Erlbaum Associates.
74. MCGINNIS, Scott. 1996. Tonal distinction errors by beginning Chinese language students: A comparative study of American English and Japanese native speakers. In Chinese Pedagogy: An Emerging Field, ed. Scott McGinnis, 81-91. Columbus, Ohio: The Ohio State University Foreign Language Publications.
75. -. 1997. Tonal spelling versus diacritics for teaching pronunciation of Mandarin Chinese. Modern Language Journal, 81(2): 228-236.
76. -. 1999. Student goals and approaches. In Mapping the Course of the Chinese Language Field, ed. Madeline Chu, 151-175. Vol. 3 of Chinese Language Teachers Association Monograph Series. Kalamazoo, MI: Chinese Language Teachers Association.
77. MING, Tao, and Hongyin Tao. 2008. Developing a Chinese heritage language corpus: Issues and a preliminary report. In Chinese as a Heritage Language: Fostering Rooted World Citizenry, ed. Agnes W. He and Yun Xiao, 167-187. Honolulu: National Foreign Language Resource Center/ University of Hawaii Press.
78. MIRACLE, Charles W. 1989. Tone production of American students of Chinese: A preliminary acoustic study. Journal of the Chinese Language Teachers Association, 25(3): 49-66.
79. MOORE, Sarah, Ronald Walton and Richard Lambert. 1992. Introducing Chinese into high schools: The Dodge Initiative. Washington DC: National Foreign Language Center.
80. O'MALLEY, J. Michael, and Anna U. Chamot. 1990. Learning strategies in second language acquisition. New York: Cambridge University Press.
81. PACKARD, Jerome. 1990. Effects of time lag in the introduction of characters into the Chinese language curriculum. Modern Language Journal, 74: 167-175.
82. PAIVIO, Allan. 1986. Mental representations: A dual coding approach. New York: Oxford University Press.
83. PARKER, Kathryn, and Craig Chaudron. 1987. The effects of linguistic simplifications and elaborative modifications on L2 comprehension. University of Hawaii Working Papers in English as a Second Language, 6: 107-133.
84. POLIO, Charlene. 1995. Acquiring Nothing? The use of zero pronouns by nonnative speakers of Chinese and implications for the acquisition of nominal reference. Studies in Second Language Acquisition, 17: 353-337.
85. ROSS, Claudia. 2001. Evaluating intermediate Chinese textbooks. Journal of the Chinese Language Teachers Association, 36(2): 1-21.
86. ROST, Michael. 2002. Teaching and researching listening. Longman. London: Great Britain.
87. RUBIN, Joan, and Irene Thompson. 1994. How to be a more successful language learner. Boston, Massachusetts: Heinle & Heinle Publishers.
88. SAMIMY, Keiko K., and Yo-an Lee. 1997. Beliefs about language learning: Perspectives of First-year Chinese learners and their instructors. Journal of the Chinese Language Teachers Association, 32(1): 40-60.
89. SERGENT, Wallace, and Michael Everson. 1992. The effects of frequency and density on character recognition speed and accuracy by elementary and advanced L2 readers of Chinese. Journal of the Chinese Language Teachers Association, 27(2): 29-44.
90. SHEN, Helen H. 2000. The interconnections of reading text based writing and reading comprehension among college intermediate learners of Chinese as a foreign language. Journal of the Chinese Language Teacher's Association, 35(3): 29-48.
91. -. 2003. A Comparison of written Chinese achievement among heritage learners in homogeneous and heterogeneous groups. Foreign Language Annals, 36: 258-266.
92. -. 2004. Level of cognitive processing: Effects on character learning among non-native learners of Chinese as a foreign language. Language and Education, 18: 167-182.
93. -. 2005a. An investigation of Chinese character learning strategies among nonnative learners of Chinese. System, 33: 49-68.
94. -. 2005b. Linguistic complexity and beginning-level L2 Chinese Reading. Journal of the Chinese Language Teachers Association A0(3): 1-28.
95. SHEN, Helen H. and Chuanren Ke. 2007. Radical awareness and word acquisition among non-native learners of Chinese. Modern Language Journal, 91(1): 97-111.
96. SHEN, Xiaonan S. 1989. Toward a register approach in teaching Mandarin tones. Journal of the Chinese Language Teachers Association, 25(3): 27-48.
97. SHI, Feng and Baoying Wen. 2009. Journal of the Chinese Language Teachers Association, 44(2): 17-32.
98. SHU, Hua, and Richard C. Anderson. 1997. Role of radical awareness in the character and word acquisition of Chinese children. Reading Research Quarterly, 32: 78-89.
99. SUNG, Hkekyung, and Amado M. Padilla. 1998. Student motivation, parental attitudes, and involvement in the learning of Asian languages in elementary and secondary schools. The Modern Language Journal, 82(2): 205-216.
100. TENG, Shou-hsin. 1999. The acquisition of Ie in L2 Chinese, 47(1): 56-64.
101. -. 2003. Guidelines for grammatical description in L2 Chinese. , 63(1): 75-86.
102. TSAI, Chen-hui. 2005. An investigation of Chinese listening competence for low proficiency CFL learners. MA thesis. Department of Asian Languages and Literature, The University of Iowa.
103. TSENG, Miao-Fen. 1999. Invitational conversations in Mandarin Chinese and American English with pedagogical implications. Journal of the Chinese Language Teachers Association, 34(2): 61-89.
104. TZENG, Ovid, and Daisy Hung. 1981. Linguistic determinism: A written language perspective. In Perception of print: Reading research in experimental psychology, ed. Ovid Tzeng and Harry Singer, 237-255. Hillsdale, NJ: Erlbaum Publishers.
105. VIGER, Tanya L. 2007. Fundamental frequency in Mandarin Chinese and English: Implications for second-language speakers. Unpublished dissertation. The City University of New York.
106. WALKER, Galal. 1984. 'Literacy' and reading in a Chinese program. Journal of Chinese Language Teachers Association, 19(1): 67-84.
107. WANG, William S-Y. 1967. Phonological features of tone. International Journal of American Linguistics, 33: 93-105.
108. WANG, Yue, Michelle Spence, Allard Jongman and Joan Sereno. 1999. Training American listeners to perceive Mandarin tones. J. Acoust. Soc. Am. 106 (6), 3649-3658.
109. WANG, Yue, Allard Jongman and Joan Sereno. 2003. Acoustic and perceptual evaluation of Mandarin tone productions before and after perceptual training. J. Acoust. Soc. Am. 113 (2): 1033-1043.
110. WEN, Xiaohong. 1994. Topic prominence in the acquisition of Chinese existential sentences by English speakers. International Journal of Psycholinguistics, 10: 127-145.
111. -. 1995. Second language acquisition of the Chinese particle Ie. International Journal of Applied Linguistics. 5(1): 45-62.
112. -. 1997. Acquisition of Chinese aspect: An analysis of the interlanguage of learners of Chinese as a foreign language. I.T.L Review of Applied Linguistics, 115-116: 1-26.
113. -. 1997. Motivation and language learning with students of Chinese. Foreign Language Annals, 30: 235-251
114. WINKE, Paula. 2007. Turning into tones: The effects of Ll background on L2 Chinese learners' tonal production. Journal of the Chinese Language Teachers Association, 42(3): 21-55.
115. WOLF, Maryanne, and Tami Katzir-Cohen. 2001. Reading fluency and its intervention. Scientific Studies of Reading, 5(3): 211-238.
116. XIAO, Yun. 2006. Heritage learners in the Chinese language classroom: Home background. Heritage Language Journal, 4(1): 47-57.
117. XIONG, Jinglin. 2009. Effects of interlocutor proficiency on the collaborative dialogue between Chinese L2 learners. MA thesis. Department of Asian and Slavic Languages and Literature, The University of Iowa.
118. XU, Yi. 2002. Contextual tonal variations in Mandarin. Journal of Phonetics, 25: 61-85.
119. YANG, Jun. 2000. Orthographic effect on word recognition by learners of Chinese as a foreign language. Journal of the Chinese Language Teachers Association, 35(2): 1-17.
120. YIN, Jinghua. 2003. Journal of the Chinese Language Teachers Association, 38(3): 69-90.