Veröffentlicht seit 15. April 2012

Chinese as a Second Language Research

ISSN: 2193-2271

Editor-in-Chief: Istvan Kecskes

Herausgegeben von: Lizhen Peng

Über diese Zeitschrift

Chinese as a Second Language Research (CASLAR) focuses on research on the acquisition, development, and use of Chinese as a Second Language. It supports scholars and researchers from different linguistic fields, and serves as a forum to discuss, investigate, and better understand Chinese as a Second Language. Each issue (2 per year) of the journal publishes three papers in Chinese and three papers in English; summaries are always provided both in Chinese and English.

We are especially interested in publishing articles and research papers that

investigate how empirical findings of CSL research can advance and develop better Chinese language teaching methodologies,
explore the implications of CSL research for theoretical developments and practical applications,
focus on the acquisition and use of varieties of CSL,
study the nature of interaction between native speakers and non-native speakers of Chinese,
address major issues of second language acquisition from the perspective of CSL,
analyze the ways in which language is both shaped by culture and is the medium through which culture is created,

CASLAR ASSOCIATION

The CASLAR journal is also a forum of the CASLAR Association that was established at the 3^rd CASLAR conference at the University of Parma, Italy in 2014. Website of the CASLAR Association is www.caslarcenter.com

The CASLAR Association has bi-annual conferences. CASLAR-7 will be held on August 17-19, 2023 at the Peking University, Beijing: https://hanyu.pku.edu.cn/xwgg/tzgg/367961.htm

Topics

Asian Studies
Applied Linguistics
Chinese Linguistics
Second Language Acquisition
Intercultural Pragmatics

Article formats

Original papers, communications

Ihre Vorteile

Your Benefits

First Chinese-English bilingual journal published by a Western publisher
Comprehensive overview of Chinese as a Second Language
Specialized expertise of Chinese and international experts
Invaluable evaluations of new research methods and tools for Chinese as a Second Language

Abstracting und Indexing

Chinese as a Second Language Research ist in den folgenden Services indiziert:

Baidu Scholar
CNKI Scholar (China National Knowledge Infrastructure)
CNPIEC - cnpLINKer
Dimensions
EBSCO (relevant databases)
EBSCO Discovery Service
Genamics JournalSeek
Google Scholar
IBR (International Bibliography of Reviews of Scholarly Literature in the Humanities and Social Sciences)
IBZ (International Bibliography of Periodical Literature in the Humanities and Social Sciences)
Ingenta Connect
J-Gate
JournalTOCs
KESLI-NDSL (Korean National Discovery for Science Leaders)
Linguistics Abstracts Online
MLA International Bibliography
MyScienceWork
Naver Academic
Naviga (Softweco)
Primo Central (ExLibris)
ProQuest (relevant databases)
Publons
QOAM (Quality Open Access Market)
ReadCube
Scilit
SCImago (SJR)
SCOPUS
Semantic Scholar
Sherpa/RoMEO
Summon (ProQuest)
TDNet
Ulrich's Periodicals Directory/ulrichsweb
WanFang Data
WorldCat (OCLC)
X-MOL
Yewno Discover

Zusatzmaterial

Fachgebiete

Externe Links

Band 12 Heft 2

Oktober 2023

Öffentlich zugänglich 20. September 2023

Frontmatter

Seiten: i-iii

PDF downloaden

Papers in English

19. September 2023

Assessing the dimensionality of Chinese as a second language reading: a confirmatory factor analysis approach

Jia Lin

Seiten: 173-204

Mehr

Abstract

Second language (L2) reading is a complex construct, and there is no consensus about its dimensionality. The investigation of the dimensionality of L2 reading ability is of great significance since it can provide important implications for teaching and testing. Understanding of the factor structure, subskills, and sub-knowledge of L2 reading is the starting point for language teachers and test developers to plan a syllabus, describe students’ reading proficiency, and develop reading assessments. This study investigated the factor structure of Chinese L2 reading, which has been less commonly studied compared to alphabetic languages. Three hypotheses derived from the literature review have been tested: 1) L2 reading is a unitary skill; 2) L2 reading is bi-divisible; 3) L2 reading is tri-divisible. A series of confirmatory factor analyses shows that the correlated three-factor model is the most appropriate for explaining the factor structure. L2 Chinese reading comprehension can be conceptualized as consisting of three inter-correlated components: lower-level decoding, interim-level textbase construction, and higher-level situation-model building. This study also explores subcomponents of each factor, highlighting Chinese-specific linguistic features and corresponding cognitive processes. Implications for future research, teaching, and testing are provided.

19. September 2023

A critical review of telecollaboration in Chinese as a second language education: a post-COVID-19 outlook

Xinya Lan, Zhonggen Yu

Seiten: 205-234

Mehr

Abstract

With the advent of information and communication technology, telecollaboration projects in foreign language education have received growing attention. This study critically reviews telecollaboration practices in the context of Chinese as a second language. Our objective is to identify the inherent problems associated with existing programs and suggest a comprehensive framework for new telecollaborative practices, encompassing aspects such as language partner-matching, research topics, in/pre-service teacher-related issues, and overall benefits, adverse effects, and limitations of such. The study employed VOSviewer and CitNetExplorer to visualize partial results and followed the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocol (PRISMA-P) for screening literature. The findings indicate a pressing need to address the rationale behind selecting and matching language partners for Chinese as a second language. The predominant research topics concern student perception and learning gains resulting from telecollaboration projects, with scant attention given to teacher perception and requisite training, specifically among pre-service Chinese teachers. Additionally, the researchers examined the implications for future research, notably the establishment of a shared resource platform designed to enhance writing, reading, interpreting, and translating skills within the scope of informal Chinese language learning contexts, particularly in the wake of the COVID-19 pandemic.

19. September 2023

Anxiety in L2 Chinese from different angles

Jing Zhou

Seiten: 235-257

Mehr

Abstract

The current study examines the influence of experience, reading and writing anxieties, and self-assessed proficiency on foreign language anxiety in the context of learning Chinese as a foreign language. Data were collected using questionnaires from 93 learners of Chinese and analyzed using correlational and multiple regression methods. Results indicated that learners at level 200 (i.e., intermediate low/mid) were more anxious compared to those at level 400 (i.e., advanced low/mid). Foreign language anxiety, foreign language reading anxiety, and foreign language writing anxiety were significantly correlated with each other. Foreign language reading anxiety, foreign language writing anxiety, and self-assessed proficiency (listening and reading) were shown to significantly predict foreign language anxiety in the context of L2 Chinese.

Papers in Chinese

19. September 2023

发展与挑战: 从一个大学的中文项目看美国中文教育的发展

Xiaohong Wen

Seiten: 259-278

Mehr

Abstract

提要本文以美国某一大学中文项目的发展为例, 从三个方面探讨了近三十年来北美中文教学的状况: (1) 机遇中的发展, (2) 面临的挑战, (3) 应对策略。这三十年我们经历了之前生源的空前高涨, 以及近期由于国际形势变化特别是全球疫情的出现影响到中文课注册人数、尤其是中文主修人数的锐减。面对机遇和挑战, 本文在给休斯顿大学的中文研究项目定向定位的同时, 结合近年来对北美中文教育发展的调查、对学习动机学习目的的系列研究, 总结了应对策略。建立在研究结果和学生反思与评价的基础上, 本文针对课程设计、教学要求, 以及如何服务多元背景不同学习动机的学生等方面, 提出建立高质量严要求的中文项目。教师需要营造一个从自己学生的需求特点出发、教学互动性强的课堂氛围, 以帮助学生获得所学内容的实用感与正面的学习体验。这是学生继续修中文课的前提。

19. September 2023

汉语为二语项目建设的理论与实践: 从教学法、师资培训谈起

Hong Gang Jin

Seiten: 279-304

Mehr

Abstract

提要二十一世纪新时期给我们带来了新的教学常态和新的挑战, 汉语为二语教学领域也开始对项目建设提出了一系列新的思考。本文的讨论主要集中在教学法和师资培训这两个方面的挑战和机遇。在教学方法上, 本文提出新时期的教学要采用一套有新理论、有程序、有相应技巧的教学法系统。这一系统基于成人学习二语的特点, 不但把教学重点放在课堂的教学过程上, 而且提供系统的基础理论、具体的教学程序和实施技巧, 便于教师掌握、操作。在师资培训上, 本文提出一种混合模式的教师培训 (a hybrid teacher training model), 兼顾理论和实践, 结合模拟与真实课堂的教学, 进行分课型、分技巧、结合科技的训练, 利用线上、线下反复练习等, 以保证教师的专业能力发展。

19. September 2023

華語「知道類」近義詞之習得順序

Wu Pin-hua, Chun-yin Doris Chen, Lai Huei-ling

Seiten: 305-331

Mehr

Abstract

提要本文比較「知道類」心理動詞「知道」、「懂」、「了解」、「明白」差異, 並探討華語二語學習者的習得順序與偏誤。首先採取 Huang 等人 (2000) 的「動詞語意表達模式」 (Module-Attribute Representation of Verbal Semantics, MARVS), 分析四個心理動詞語意屬性、搭配類型與句法功能後, 邀請 16 位華語母語人士及 16 位華語為第二語言的外籍學生完成「知道類」近義詞測驗。研究發現, 四個心理動詞按成績由高至低依序為「知道」、「懂」、「了解」、「明白」, 符合訊息處理難易度。在偏誤部分, 「明白」的偏誤最多, 就常誤用為「知道」。此外, 「懂」與「了解」意思相近, 常出現相互誤代情形。

Band 12 (2023)

Band 11 (2022)

Band 10 (2021)

Band 9 (2020)

Band 8 (2019)

Band 7 (2018)

Band 6 (2017)

Band 5 (2016)

Band 4 (2015)

Band 3 (2014)

Band 2 (2013)

Band 1 (2012)

CiteScore	0.4	2022, Scopus (Elsevier B.V., 2023)
SCImago Journal Rank	0.126	2022, SJR (Scimago Lab, 2023; Data Source: Scopus)
Source Normalized Impact per Paper	0.144	2022, CWTS Journal Indicators (CWTS B.V., 2023; Data Source: Scopus)

Weitere Informationen über Zeitschriftenmetriken

Einreichen

Submission

Please send inquiries and submissions:

in English to Prof. Dr. Istvan Kecskes (icup@albany.edu)

in Chinese to Prof. Dr. Lizhen Peng (plizhen@zju.edu.cn)

Your benefits of publishing with us

Short turnaround times
High quality blind peer-review
Optional open access publication
Every article easily discoverable because of SEO and comprehensive abstracting and indexing services
Secure archiving by De Gruyter and the independent archiving service Portico

Submission process

Check that your topic fits the scope of the journal.
Check that your manuscript conforms to our De Gruyter Mouton journal style sheet.
Please submit your article in English to: icup@albany.edu or your article in Chinese to: plizhen@zju.edu.cn
The editorial office will perform a blind peer-review. The reviewing process takes on average 2-3 months. Submissions are sent to 2–3 reviewers.
You will be informed by e-mail if your manuscript has been accepted or rejected or if it requires further attention. Reviewers’ comments will be available to the authors. Every effort is made to respond to the authors in a timely manner.
Once your article is accepted you have the option to publish it open access.

Please note

Before submitting your article please have a look at our Publication Ethics Statement and our copyright agreement
Once your article is accepted you have the option to publish it open access.
Our repository policy allows you to distribute 30 PDF copies of your published article to colleagues (the PDF has to include the information that it is an author's copy). Please also feel free to distribute the link to the online abstract
If you have any general questions please visit our FAQ page for journal authors

Additional information for manuscript formatting

Personal data with the title, name, affiliation, email and postal address, and a short bio (50-70 words) should be submitted with the paper in a separate file.
Abstract must be no more than one page summarizing the main points.
Manuscripts must be typed double-spaced on one side of A4 or 8.5-inch paper with margins of at least 2.5 cm (or 1 inch) all round. The paper can be max. 9,500 words + references + appendix.
For bi- and multilingual examples, use italics for one language, CAPITALS and underlining for the others (in that order).

Hybrid Open Access

Authors have the option to publish their article under an open access license. The standard article processing charge for a hybrid open access article is 2,000 Euro (plus VAT if applicable). Please note that corresponding authors from institutions with which we have a transformative agreement, can publish open access without paying the fee. More information on the eligible institutions and articles can be found here.

Editorial

Editor-in-Chief:
Istvan Kecskes (State University of New York at Albany, USA), E-mail: icup@albany.edu

Co-Editor:
Lizhen Peng (Zhejiang University, China), E-mail: plizhen@zju.edu.cn

Assistant Editor:
Caitríona Osborn, University College Dublin, Ireland

Editorial Board:
Jenn-Yeu Chen (National Taiwan Normal University, Taiwan)
Anqi Ding (East China Normal University, Shanghai, China)
Michael Haugh (University of Queensland, Brisbane, Australia)
Shih-Chang Hsin (National Tsing Hua University, Taiwan)
Cheng Le (Zhejiang University, China)
Ziyu Lin (Macao Politechnic Institute, Macao, China)
Elizabeth Loh, (University of Hong Kong, China)
Jane Orton (University of Melbourne, Australia)
Zengan Peng (Fudan University, Shanghai, China)
Alain Peyraube (Centre National de la Recherche Scientifique [CNRS], France)
Yongping Ran (Guangdong University of Foreign Studies, China)
Helen Shen (University of Iowa, USA)
Carlotta Sparvoli (University College, Cork, Ireland)
Chaofen Sun (Stanford University, USA)
Hana Triskova (Academy of Sciences of the Czech Republic, Oriental Institute, Prague)
Hang Zhang (George Washington University, USA)
Xiaolu Wang (Zhejiang University, China)
Xiaohong Wen (University of Houston, USA)

(English)

Online ISSN: 2193-2271
Print ISSN: 2193-2263
Typ: Zeitschrift
Sprachen: Englisch, Chinesisch
Verlag: De Gruyter Mouton
Erstveröffentlichung: 15. April 2012
Erscheinungsweise: 2 Hefte pro Jahr
Zielgruppe: Researchers in Applied Linguistics, Chinese Linguistics, Second Language Acquisition, and Intercultural Pragmatics.