Overview

Transforming Hanzi Pedagogy in the Digital Age 电写时代的汉字教学 brings together expert researchers and practitioners to offer a coherent theoretical, empirical, pedagogical, and experiential justification for a shift in pedagogical focus from handwriting to e-writing in L2 Chinese pedagogy. This volume argues for a pedagogy based on the 21st century communicative needs of L2 Chinese users, grounded in empirical research as well as practical and lived experiences. The authors propose an “e-writing as primary” (电写为主，手写为辅) framework for L2 Chinese instruction in the 21st century, a transformational proposal which will fundamentally shift the pedagogical focus of L2 Chinese instruction globally towards more learner-centered, research-informed practice. This volume includes three theoretical foundation chapters, four empirical studies, three descriptions of program-level implementation, and ten expert L2 Chinese user vignettes, which, taken together, offer a thorough introduction to e-writing for the future of L2 Chinese teaching and learning. This book will be informative for Chinese language instructors, researchers, program directors, materials developers, and advanced graduate students in both CFL and CSL contexts worldwide.

Full Product Details

Author:   Chengzhi Chu ,  Matthew D. Coss ,  Phyllis N. Zhang
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   0.720kg
ISBN:  

9781032259451

ISBN 10:   1032259450
Pages:   284
Publication Date:   15 August 2024
Audience:   College/higher education ,  Professional and scholarly ,  Tertiary & Higher Education ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

List of Contributors 序言 Foreword Introduction PART I THEORY 理论基础 1. The Evolution of Hanzi Proficiency and the E-Writing Transformation of L2 Chinese Instruction in the Digital Age 汉字能力的历史嬗变和二语中文教学“电写为主” 的时代变革 2. The E-Writing Approach to L2 Chinese Instruction: Clarifying Fundamental Principles and Core Concepts 二语中文教学的“电写为主、笔写为辅”模式：基本原理与核心概念 3. Typing Characters, Priority-Setting, and Skill Integrability: L2 Chinese in the Digital Age 二语中文教学中的打字、取舍、与技能整合 PART II RESEARCH 实证研究 4. The Typing-Based Approach to L2 Chinese Beginner Instruction: A Study of Hanzi Instructional Design and Learning Outcomes 基于键打的二语中文初级班汉字教学设计及其成效研究 5. Save Your Strokes: Further Studies on the Efficiency of Learning Chinese Words Without Hand-Writing 电写代替手写—对二语中文学习者词汇识别效率的进一步研究 6. Voice-Writing Hanzi Using Speech-to-Text Technology for L2 Chinese Learning and Instruction: An Exploratory Study 二语中文教学中使用语音识别技术声写汉字初探 7. E-writing in Chinese as a Second and Foreign Language Learning: A Systematic Review二语中文教学中的电写研究综览 PART III PRACTICE 教学实践 8. E-Writing Based Pedagogy to Advance Chinese Language Learning: Practices from Heritage and Non-Heritage Teaching at a Major Canadian University 通过电写推进二语中文学习—加拿大一所主要大学的华裔和非华裔教学实践 9. Computerized Chinese to Promote the Three Modes of Communication in an Intermediate Level L2 Chinese Class “电脑中文”如何促进二语中文中级班学生三种沟通模式的提高 10. Towards a Curricularized Approach to L2 Hanzi Teaching and Learning in the Digital Age电写模式下的汉字教学系统化方案初探 PART IV REFLECTIVE ESSAYS 心得笔谈 11. To What Extent Is Writing Chinese by Hand Still a Basic Skill? 手写汉字在多大程度上仍是一项基本技能？ 12. Handwriting or Not in the Chinese Language Classroom? 中文课堂上要不要手写汉字？ 13. Chinese Character Learning for All Students 面向所有学生的汉字学习问题 14. Rethinking the Role of Handwriting for Additional Language Learners 重新考虑手写汉字在二语中文学习中的角色 15. A Few Thoughts About How to Learn a Few Thousand Characters 对如何掌握几千个汉字的几点思考 16. From Purposeless Memorization to Purposeful Communication: Using, Not Just Writing, Chinese 从无目的的记忆到有目的的交流--使用中文而不仅仅是写汉字 17. Typing Chinese: An Alternate Path to Literacy and Connection 打字--通往中文读写与交际的一条新路 18. Gaining Acceptance for the Digitization of Hanzi Learning in the 21st Century 采纳汉字电写是21世纪中文教学之必需 19. Reflections on Writing Hanzi During and Beyond School 反思在校期间和之后的汉字书写 Afterword 跋 Index

Reviews

Just as digital communication has become indispensable in our daily lives, so too has technology-based communication become a central skill area for learners of Chinese as an additional language. This volume, which skillfully presents theoretical rationales, empirical research, and practical experience on e-writing-based L2 Chinese pedagogy, is a long-awaited and highly innovative contribution to our field. Xiliang Cui (崔希亮), Professor of Chinese Linguistics, Beijing Language and Culture University; Past President of Beijing Language and Culture University I have paid close attention to the emergence and evolution of digital writing in L2 Chinese teaching and learning over the last decade. This innovative volume demarcates the arrival of a new era of e-writing for L2 Chinese pedagogy. Further, it has brought together a dedicated group of scholars and pedagogues to offer expert insight into the future of L2 Chinese teaching and learning. Chang-Mo Hsu (許長謨), Professor Emeritus of Chinese, National Cheng Kung University; Past President, Association of Teaching Chinese as a Second Language of Taiwan This volume presents an exceptional level of originality, fundamentally reshaping the research terrain of Hanzi and Chinese language instruction for the digital age. Undoubtedly, it constitutes a pivotal achievement for the e-writing movement, laying a solid and field-specific theoretical foundation for the global Teaching Chinese to Speakers of Other Languages community. Quan Li (李泉), Professor of International Chinese Education, Renmin University The book provides a long-waited yet revolutionary approach to the learning and teaching of Chinese characters both in terms of theory and practice, and is a must for Chinese language teaching professionals, students, and learners of Chinese. George X. Zhang (张新生), Professor of Chinese and Senior Advisor to the President and Provost, Richmond American University London The focus on handwriting has stalled the practice of Chinese language teaching, and it is time to move forward as the studies and reflections in this volume argue. As both a scholar of L2 writing and an L2 Chinese learner, I am excited to see this proposal put forth, and hopeful that it will help current and future Chinese language learners achieve Chinese proficiency with much less struggle (time wasted) than I and so many others have experienced. Charlene Polio, Professor of Second Language Studies and TESOL, Michigan State University

Author Information

Chengzhi Chu (储诚志) is Associate Professor of Chinese and Senior Program Advisor in the Chinese Program at the University of California, Davis, where he also serves on the Graduate Faculty of Linguistics and Second Language Acquisition. He has published widely in Chinese linguistics (grammar, lexicon, writing system, and dialect), cognitive semantics, corpus linguistics, Chinese L2 pedagogy, application of technology in Chinese teaching, and intercultural communication. Matthew D. Coss (高正远) is a PhD candidate in Second Language Studies at Michigan State University. His research focuses on the multiple existing and potential interfaces between additional language learning research and practice, with particular focus on (task-based) language teaching and assessment, language program design and evaluation, and language teacher education. Phyllis N. Zhang (张霓) is Professor of Chinese at The George Washington University in Washington, D.C. With a background in applied linguistics and language education, Dr. Zhang has authored a series of proficiency-oriented Chinese language textbooks. Her research centers around L2 language proficiency development and assessment, pedagogical grammar, and the integration of technology to enhance language instruction.

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