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dc.contributor.editorWen, Xiaohong
dc.date.accessioned2021-05-01T15:47:16Z
dc.date.available2021-05-01T15:47:16Z
dc.date.issued2020
dc.identifierONIX_20210501_9783039432707_1093
dc.identifier.urihttps://directory.doabooks.org/handle/20.500.12854/69347
dc.description.abstractThis 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.
dc.languageEnglish
dc.subject.classificationbic Book Industry Communication::C Language
dc.subject.otherlexical access
dc.subject.othersecond language speech
dc.subject.otherfluency
dc.subject.otheraccuracy
dc.subject.othercomplexity
dc.subject.otherinformation structure
dc.subject.otherchild language acquisition
dc.subject.otherMandarin Chinese
dc.subject.otherword order
dc.subject.otherChinese as a foreign language
dc.subject.otherconsciousness-raising
dc.subject.otherobligatory and forbidden contexts
dc.subject.otherperfective aspect marker
dc.subject.otherrule induction
dc.subject.otherMandarin consonants
dc.subject.otherEnglish CFL learners
dc.subject.otherL2 perception and production
dc.subject.otherChinese
dc.subject.otherlistening
dc.subject.othermetacognition
dc.subject.othermetacognitive strategy
dc.subject.otherstrategy training
dc.subject.otherMandarin
dc.subject.otherpolysemy
dc.subject.otherverb semantics
dc.subject.otherL2 Chinese
dc.subject.otherdescriptive writing
dc.subject.othermetadiscourse
dc.subject.othercohesion
dc.subject.otherlocal
dc.subject.otherglobal
dc.subject.othertext
dc.subject.otherinteractive
dc.subject.otherinteractional
dc.subject.othersentence-final particle
dc.subject.otherChinese heritage speakers
dc.subject.otherfeatures
dc.subject.othern/a
dc.titleThe Acquisition of Chinese as a First and Second Language
dc.typebook
oapen.identifier.doi10.3390/books978-3-03943-271-4
oapen.relation.isPublishedBy46cabcaa-dd94-4bfe-87b4-55023c1b36d0
oapen.relation.isbn9783039432707
oapen.relation.isbn9783039432714
oapen.pages174
oapen.place.publicationBasel, Switzerland


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