CFL Bibliography - Revision history

Dulaoshi: /* Heritage Language Learners (HLLs) */

2013-11-05T18:39:10Z

‎Heritage Language Learners (HLLs)

Dulaoshi at 05:22, 4 November 2013

2013-11-04T05:22:58Z

Dulaoshi at 09:54, 1 November 2013

2013-11-01T09:54:05Z

Dulaoshi: /* Heritage Language Learners (HLLs) */

2013-09-20T11:23:43Z

‎Heritage Language Learners (HLLs)

Dulaoshi: 粗体-->斜体

2013-07-27T08:03:35Z

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Dulaoshi: /* Other - 其他 */

2013-07-27T08:02:37Z

‎Other - 其他

Dulaoshi at 07:31, 27 July 2013

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Dulaoshi: Created page with "==CFL Teaching - 对外汉语教学== *Chen, J., Wang, C., & Cai, J. (Eds.). (2010). '''Teaching and learning Chinese : Issues and perspectives.''' Charlotte, N.C.: Informatio..."

2013-07-27T06:58:06Z

Created page with "==CFL Teaching - 对外汉语教学== *Chen, J., Wang, C., & Cai, J. (Eds.). (2010). '''Teaching and learning Chinese : Issues and perspectives.''' Charlotte, N.C.: Informatio..."

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==CFL Teaching - 对外汉语教学==
*Chen, J., Wang, C., & Cai, J. (Eds.). (2010). '''Teaching and learning Chinese : Issues and perspectives.''' Charlotte, N.C.: Information Age Pub.
*Duff, P. & Li, D. (2004). '''Issues in Mandarin language instruction: Theory, research, and practice.''' System, 32(3), 443-456.
*Duff, P. Introduction. In P. Duff, & P. Lester (Eds.). (2008)., '''Issues in Chinese Language Education and Teacher Development. Selected Papers from the Shanghai Symposium (pp. 3-4). UBC Centre for Research in Chinese Language and Literacy Education.''' November 2008.
*Duff, P. Issues in Chinese language teaching and teacher development. In P. Duff, & P. Lester (Eds.). (2008)., '''Issues in Chinese Language Education and Teacher Development. Selected Papers from the Shanghai Symposium''' (pp. 5-48). UBC Centre for Research in Chinese Language and Literacy Education. November 2008.
*Everson, M. E., & Xiao, Y. (Eds.). (2009). '''Teaching Chinese as a foreign language: Theories and applications.''' Boston: Cheng & Tsui.
*Tsung, L., & Cruickshank, K. (2011). '''Teaching and learning Chinese in global contexts: Multimodality and literacy in the New Media Age.''' London: Continuum.
*Xing, J.Z. (2006). '''Teaching and Learning Chinese as a Foreign Language''' Hong Kong: Hong Kong University Press. [http://muse.jhu.edu/books/9789882203655]

==Chinese Language Acquisition - 中文习得研究==
*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.
*Duff, P., Anderson, T., Ilnyckyj, R., VanGaya, E., Wang, R.T., & Yates, E. (2013). '''Learning Chinese Linguistic, Sociocultural, and narrative Perspectives'''. Boston: De Gruyter.
*吕必松 1991.《对外汉语教学概论》
*施家炜. 1998. <外国留学生 22 类现代汉语句式的习得顺序研究>《世界汉语教学》46. p.77-98. 北京.
*王建勤. 1998. 《汉语作为第二语言的习得研究》北京: 北京语言文化大学出版社.
*Zhao, Y. (2011). Review article: A tree in the wood: A review of research on L2 Chinese acquisition. '''Second Language Research''' Beijing: Peking University.

==Heritage Language Learners (HLLs)==
*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, 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.
*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.
*Christensen, M., & Wu, X. (1993). An individualized approach for teaching false beginners. '''Journal of Chinese Language Teachers Association''', 27(2), 91-100.
*Comanaru, R., & Noels, K. A. (2009). Self-determination, motivation, and the learning of Chinese as a heritage language. '''Canadian Modern Language Review, 66'''(1), 131-158.
*Curdt-Christiansen, X.L. (2012). 潜移默化 – Implicit learning and imperceptible influence: Syncretic literacy of multilingual Chinese children. '''Journal of Early Childhood Literacy''', Online First,(0), 00-00.
*Curdt-Christiansen, X. (2008). Reading the world through words: Cultural themes in heritage Chinese language textbooks. '''Language and Education, 22'''(2), 95-113.
*Curdt-Christiansen, X. (2006). Teaching and learning Chinese: Heritage language classroom discourse in Montreal. '''Language, Culture and Curriculum, 19'''(2), 189-207.*Fillmore, L.W. (2000). Loss of Family Languages: Should Educators Be Concerned? '''Theory into Practice''', 39(4), pp. 203-210. [http://www.jstor.org/stable/1477339]
*He, A. W. (2006). Toward an identity-based model for the development of Chinese as a heritage language. '''The Heritage Language Journal''', 4(1), 1-28.
*Li, D. & Duff, P. (2008). Issues in Chinese Heritage Language Education and Research at the Post-secondary Level. In He, A. and Y. Xiao (Eds.) '''Chinese as a Heritage Language.''' Honolulu: National Foreign Language Resource Centre, University of Hawaii.
*Li, W. & Hua, Z. (2010). Voices from the diaspora: Changing hierarchies and dynamics of Chinese multilingualism. '''International Journal of the Sociology of Language.''' (205) 155-171.
*Wang, X. (Ed.), '''A view from within: A case study of Chinese heritage community language schools in the United States'''. Washington, DC: National Foreign Language Center.
*魏岩军、王建勤、魏惠琳、闻亭、李可 (2012).<影响美国华裔母语保持的个体及社会心理因素>.《语言教学与研究》1. p.99-106
*Xiao, Y. (2006). Heritage Learners in the Chinese Language Classroom: Home Background. '''Heritage Language Journal, 4'''(1), pp.47-56.

==Native Speaker Teachers==
*Xu, H. (2012). '''Challenges native Chinese teachers face in teaching Chinese as a Foreign Language to non-native Chinese students in U.S. classrooms'''. University of Nebraska.
*Llurda, E. (ed.). (2005). '''Non-Native Language Teachers: Perceptions, Challenges and Contributions to the Profession'''. New York: Springer.

==Teaching Methods - 教学方法==
*Zhang, Y. (2009). '''Performance-Based Chinese L2 Reading Instruction: A Spiral Approach.''' Ohio State University.

==Teaching of Characters and Literacy - 汉字认字==
*Allen, J. R. (2008). Why learning to write Chinese is a waste of time: A modest proposal. '''Foreign Language Annals, 41'''(2), 237-251.
*Cheng, C. (2000). Frequently-used Chinese characters and language cognition. '''Studies in Linguistic Sciences, 30'''(1), 107-118.
*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.
*Ke, C. (1998). Effects of language background on the learning of Chinese characters among foreign languages students. '''Foreign Language Annals''', 31(1), 91-100.
*Levine, M. G., & Haus, G. J. (1985). The effect of background knowledge on the reading comprehension of second language learners. '''Foreign Language Annals''', 18(5), 391-
397.
*Shen, H. H., & Bear, R. D. (2000). Development of orthographic skills in Chinese children. '''Reading and Writing: An Interdisciplinary Journal''', 13, 197-236.
*施正宇. 2000. <外国留学生字形书写偏误分析>.《汉语学习》116. p.38-41.
*Yan, X., Fan, Y., Di, Z., Havlin, S., & Wu, J. (2013, March 7). Efficient learning strategy of Chinese characters based on network approach. Retrieved July 20, 2013, from the arXiv database. [http://arxiv.org/abs/1303.1599]
*Ye, L. (2011). Teaching and Learning Chinese as a Foreign Language in the United States: To Delay or Not to Delay the Character Introduction. '''Applied Linguistics and English as a Second Language Dissertations.''' Paper 21.
*Zhang, Z. -S. (2009). Myth, reality and character instruction in the 21st century. '''JCLTA, 44'''(1), 69-89.
*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.

==Listening Comprehension - 听力强化==
*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.

==Oral Production - 口语产出==
*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.
*Zhao, S., Liu, Y., & Hong, H. (2007). Singaporean preschoolers’ oral competence in mandarin. '''Language Policy, 6'''(1), 73-94.

==Pragmatics - 语用学==
*Winke, P.M. & Teng C. (2010). Using task-based pragmatics tutorials while studying abroad in China. '''Intercultural Pragmatics.''' 7,2 pp.363-399.
*Kasper, G. (ed.). (1995). '''Pragmatics of Chinese as native and target language.''' Honolulu: University of Hawai'i Press
*Pan, Y., & Kádár, D.Z. (2011). '''Politeness in Historical and Contemporary Chinese.''' London: Continuum.
*Yu, M. (2003). On the universality of face: Evidence from chinese compliment response behavior. '''Journal of Pragmatics, 35'''(10-11), 1679-1710.
*Yu, M. (1999). Universalistic and culture-specific perspectives on variation in the acquisition of pragmatic competence in a second language. '''Pragmatics''', 9, 281-312.

==Fossilization - 语言僵化现象==
*陈慧媛. 1999. <关于语言僵化现象起因的理论探讨>《外语教学与研究》3. p.163-168. 北京.

==Grammar - 语法==
*Zhang, M. (2005). 对初级汉语语法教学的若干思考与尝试. '''JCLTA, 40'''(2), 79-98.
*吕叔湘. 1999. '''现代汉语八百词·增订本.''' 北京: 商务印书馆.

==Technology-Assisted Learning==
*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] (abstract)
*Bourgerie, D. S. (2003). Computer assisted language learning for Chinese: A survey and annotated bibliography. '''Journal of the Chinese Language Teachers Association, 38'''(2), 17-47.
*Xie, T. (2001). e-Generation's Chinese language teachers: Meet the new challenges. '''Journal of the Chinese Language Teachers Association,''' 36, 75-80.
*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.
*Zhang, D. (2008). Researching the use of WebCT in Chinese language teaching and learning. '''Dissertation Abstracts International Section A: Humanities and Social Sciences,''' 68 (7), 2912-2912.

==Periodicals - 期刊==
*[http://sjhy.chinajournal.net.cn 世界汉语教学]
*[http://www.blcu.edu.cn/yys/3_mag_1/3_1_magazine1.asp 语言教学与研究]
*[http://clta.osu.edu/jclta.htm Journal of the Chinese Language Teachers Association]

*曾金金. 2000. <建立「华语为第二语言习得资料库」的基本构想>《第六届世界华语文教学研讨会论文
*集第二册》p.24-36. 台北: 世华会.
*曾金金. 2004. <由平衡语料库和中介语语料看汉语被字句表述的文化意蕴>.Journal of Chinese Language
*and Computing. Vol.13, N4:13.
*程美珠. 1997.《汉语病句辨析九百例》.北京: 华语教学出版社.
*刘英林. 1998. 《汉语水平等级标准与语法等级大纲》北京: 国家对外汉语教学领导小组办公室汉语水平
*考试部.
*邓守信. 2004. <对比分析与语法教学>.《汉语研究与应用》2. p.49-59. 北京.
*邓守信. 2005. 《汉语语法论文集》台北: 文鹤.
*戴曼纯. 1996. <自然习得顺序质疑>《外语教学与研究》108. p.40-43,80. 北京.
*苏冰. 2005. <第二语言习得中的学习顺序>《山东外语教学》104. p.74-75. 山东.

Leung, P. (2007). On the term “Chinese language” (A preliminary manuscript). '''Chinese America: Histories & Perspectives.''' (2007), 1.
Stella, K. (2007). Mainstreaming and professionalizing Chinese-language education: A new mission for a new century. '''Chinese America: History and Perspectives.''' 2007 (1).

Yao, D. (Ed.). (2006). Chinese language instructional materials and pedagogy. Beijing Language and Cultural University Press.

@@ Line 37: / Line 37: @@
 *Curdt-Christiansen, X. (2008). Reading the world through words: Cultural themes in heritage Chinese language textbooks. ''Language and Education, 22''(2), 95-113.
 *Curdt-Christiansen, X. (2006). Teaching and learning Chinese: Heritage language classroom discourse in Montreal. ''Language, Culture and Curriculum, 19''(2), 189-207.
-*Fillmore, L.W. (2000). Loss of Family Languages: Should Educators Be Concerned? ''Theory into Practice'', 39(4), pp. 203-210. [http://www.jstor.org/stable/1477339]
+*Wong Fillmore, L. (2000). Loss of Family Languages: Should Educators Be Concerned? ''Theory into Practice, 39''(4), pp. 203-210. [http://www.jstor.org/stable/1477339]
 *He, A. W. (2006). Toward an identity-based model for the development of Chinese as a heritage language. ''The Heritage Language Journal'', 4(1), 1-28.
 *Li, D. & Duff, P. (2008). Issues in Chinese Heritage Language Education and Research at the Post-secondary Level. In He, A. and Y. Xiao (Eds.) ''Chinese as a Heritage Language: Fostering rooted world citizenry.'' Honolulu: National Foreign Language Resource Centre, University of Hawaii. [http://www.lerc.educ.ubc.ca/fac/duff/personal_website/Publications/Li%20&%20Duff%20%282007%29%20issues%20in%20chinese.pdf]

@@ Line 18: / Line 18: @@
 ==Chinese Language Acquisition - 中文习得研究==
 *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.
-*Duff, P., Anderson, T., Ilnyckyj, R., VanGaya, E., Wang, R.T., & Yates, E. (2013). ''Learning Chinese Linguistic, Sociocultural, and narrative Perspectives''. Boston: De Gruyter.
+*Duff, P., Anderson, T., Ilnyckyj, R., VanGaya, E., Wang, R.T., & Yates, E. (2013). ''Learning Chinese: Linguistic, Sociocultural, and narrative Perspectives''. Boston: De Gruyter.
 *Huang, J. (2000). ''Students’ major difficulties in learning Mandarin Chinese as an additional language at the proficiency level beyond the initial stages and their coping strategies.'' (ERIC Document Reproduction Service No. ED 440-537)
 *Ke, C. (2005b). Patterns of acquisition of Chinese linguistic features by CFL learners. ''Journal of the Chinese Language Teachers Association, 40''(1), 1-24.

@@ Line 14: / Line 14: @@
 *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.
 *Xing, J.Z. (2006). ''Teaching and Learning Chinese as a Foreign Language'' Hong Kong: Hong Kong University Press. [http://muse.jhu.edu/books/9789882203655]
 ==Chinese Language Acquisition - 中文习得研究==
@@ Line 64: / Line 65: @@
 *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.
 *Jin, H. G. (2006). Multimedia effects and Chinese character processing: An empirical study of CFL learners from three different orthographic backgrounds. ''JCLTA, 41''(3), 35-56.
 *Ke, C. (1998). Effects of language background on the learning of Chinese characters among foreign languages students. ''Foreign Language Annals'', 31(1), 91-100.

@@ Line 35: / Line 35: @@
 *Curdt-Christiansen, X.L. (2012). 潜移默化 – Implicit learning and imperceptible influence: Syncretic literacy of multilingual Chinese children. ''Journal of Early Childhood Literacy'', Online First,(0), 00-00.
 *Curdt-Christiansen, X. (2008). Reading the world through words: Cultural themes in heritage Chinese language textbooks. ''Language and Education, 22''(2), 95-113.
-*Curdt-Christiansen, X. (2006). Teaching and learning Chinese: Heritage language classroom discourse in Montreal. ''Language, Culture and Curriculum, 19''(2), 189-207.*Fillmore, L.W. (2000). Loss of Family Languages: Should Educators Be Concerned? ''Theory into Practice'', 39(4), pp. 203-210. [http://www.jstor.org/stable/1477339]
+*Curdt-Christiansen, X. (2006). Teaching and learning Chinese: Heritage language classroom discourse in Montreal. ''Language, Culture and Curriculum, 19''(2), 189-207.
 *He, A. W. (2006). Toward an identity-based model for the development of Chinese as a heritage language. ''The Heritage Language Journal'', 4(1), 1-28.
 *Li, D. & Duff, P. (2008). Issues in Chinese Heritage Language Education and Research at the Post-secondary Level. In He, A. and Y. Xiao (Eds.) ''Chinese as a Heritage Language: Fostering rooted world citizenry.'' Honolulu: National Foreign Language Resource Centre, University of Hawaii. [http://www.lerc.educ.ubc.ca/fac/duff/personal_website/Publications/Li%20&%20Duff%20%282007%29%20issues%20in%20chinese.pdf]

@@ Line 128: / Line 128: @@
 ==Other - 其他==
-*曾金金. 2000. <建立「华语为第二语言习得资料库」的基本构想>《第六届世界华语文教学研讨会论文
+*曾金金. 2000. <建立「华语为第二语言习得资料库」的基本构想>《第六届世界华语文教学研讨会论文集第二册》p.24-36. 台北: 世华会.
-*集第二册》p.24-36. 台北: 世华会.
+*曾金金. 2004. <由平衡语料库和中介语语料看汉语被字句表述的文化意蕴>.Journal of Chinese Language and Computing. Vol.13, N4:13.
 *程美珠. 1997.《汉语病句辨析九百例》.北京: 华语教学出版社.
-*刘英林. 1998. 《汉语水平等级标准与语法等级大纲》北京: 国家对外汉语教学领导小组办公室汉语水平
+*刘英林. 1998. 《汉语水平等级标准与语法等级大纲》北京: 国家对外汉语教学领导小组办公室汉语水平考试部.
 *邓守信. 2004. <对比分析与语法教学>.《汉语研究与应用》2. p.49-59. 北京.
 *邓守信. 2005. 《汉语语法论文集》台北: 文鹤.
@@ Line 142: / Line 139: @@
 *Swihart, D. W. (2003). The two Mandarins: Putonghua and Guoyu. '''Journal of the Chinese Language Teachers Association,''' 38, 103-118.
 *Yao, D. (Ed.). (2006). '''Chinese language instructional materials and pedagogy.''' Beijing Language and Cultural University Press.
 *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.
 ==Periodicals - 期刊==