Transforming Hanzi Pedagogy in Digital Age: Theory, Research, - ?????????: ?????

Transforming Hanzi Pedagogy in the Digital Age 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" ( ) 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.

List of contents

List of Contributors

Foreword
Introduction

PART I THEORY

1. The Evolution of Hanzi Proficiency and the E-Writing Transformation of L2 Chinese Instruction in the Digital Age " "

2. The E-Writing Approach to L2 Chinese Instruction: Clarifying Fundamental Principles and Core Concepts " "

3. Typing Characters, Priority-Setting, and Skill Integrability: L2 Chinese in the Digital Age

PART II RESEARCH

4. The Typing-Based Approach to L2 Chinese Beginner Instruction: A Study of Hanzi Instructional Design and Learning Outcomes

5. Save Your Strokes: Further Studies on the Efficiency of Learning Chinese Words Without Hand-Writing -

6. Voice-Writing Hanzi Using Speech-to-Text Technology for L2 Chinese Learning and Instruction: An Exploratory Study

7. E-writing in Chinese as a Second and Foreign Language Learning: A Systematic Review

PART III PRACTICE

8. E-Writing Based Pedagogy to Advance Chinese Language Learning: Practices from Heritage and Non-Heritage Teaching at a Major Canadian University -

9. Computerized Chinese to Promote the Three Modes of Communication in an Intermediate Level L2 Chinese Class " "

10. Towards a Curricularized Approach to L2 Hanzi Teaching and Learning in the Digital Age


PART IV REFLECTIVE ESSAYS

11. To What Extent Is Writing Chinese by Hand Still a Basic Skill?


12. Handwriting or Not in the Chinese Language Classroom?


13. Chinese Character Learning for All Students


14. Rethinking the Role of Handwriting for Additional Language Learners


15. A Few Thoughts About How to Learn a Few Thousand Characters


16. From Purposeless Memorization to Purposeful Communication: Using, Not Just Writing, Chinese
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17. Typing Chinese: An Alternate Path to Literacy and Connection
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18. Gaining Acceptance for the Digitization of Hanzi Learning in the 21st Century
21

19. Reflections on Writing Hanzi During and Beyond School


Afterword
Index

About the author

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.

Summary

Transforming Hanzi Pedagogy in the Digital Age ????????? 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.

Report

"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 ( ), 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 ( ), 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 ( ), Professor of International Chinese Education, Renmin University
"The book provides a long-awaited 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 ( ), 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

Product details

• Authors: Chengzhi Coss Chu
• Assisted by: Chengzhi Chu (Editor), Chu Chengzhi (Editor), Matthew D. Coss (Editor), Matthew D. Coss (Editor), Phyllis N. Zhang (Editor), Phyllis N. Zhang (Editor)
• Publisher: Taylor & Francis Ltd.
• Languages: English
• Product format: Paperback / Softback
• Released: 22.08.2024
• EAN: 9781032259468
• ISBN: 978-1-0-3225946-8
• No. of pages: 284
• Subjects: Humanities, art, music > Art > General, dictionaries; FOREIGN LANGUAGE STUDY / General, FOREIGN LANGUAGE STUDY / Chinese, The arts, Chinese, Internet: general works, Teaching of a specific subject, Language teaching and learning, Language teaching & learning (other than ELT), EDUCATION / Teaching / Subjects / Arts & Humanities