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Full-Text Articles in Chinese Studies

Digital Affordances On Wechat Learning Chinese As A Second Language.Pdf, Li Jin Dec 2016

Digital Affordances On Wechat Learning Chinese As A Second Language.Pdf, Li Jin

Li Jin

Different from the traditional term language input, affordance, an ecological term, has been deployed to analyze the perceived opportunities for second language (L2) learning an environment provides to L2 learners. L2 learning occurs only when the semiotic resources in the environment resonate with the learner's capacities such as their abilities, aptitudes, and attitudes. Adopting affordance as a theoretical and analytic construct, this study investigates using qualitative research methods what language development affordances WeChat, one of the most popular Social Networking Systems in Chinese-speaking communities, provided to two university-level Chinese language learners while they were studying abroad in an intensive ...


Peer/Group Interaction In A Mandarin Chinese Study Abroad Context, Li Jin Dec 2013

Peer/Group Interaction In A Mandarin Chinese Study Abroad Context, Li Jin

Li Jin

www.multilingual-matters.com/display.asp?k=9781783092086


Chinese As A Foreign Language (Cfl) Students’ Lexical Tonal Development: An Investigation Of Tonal Production And Awareness Of Tonal Categories, Li Jin Dec 2012

Chinese As A Foreign Language (Cfl) Students’ Lexical Tonal Development: An Investigation Of Tonal Production And Awareness Of Tonal Categories, Li Jin

Li Jin

This paper reports on an empirical study examining the relationship between beginning-level CFL students’ tonal production and their awareness of lexical tonal categories. Additionally, it investigated CFL learners’ views about the relationship. A mixed method approach was adopted to collect and analyze both quantitative and qualitative data from 23 beginning-level English-speaking adult CFL learners. The quantitative results show that the participants’ accuracy of lexical tonal production was statistically significantly correlated to their awareness of tonal categories and their tonal production was statistically more accurate than their awareness of tonal categories. The qualitative findings show that the participants didn’t rely ...


When In China, Do As The Chinese Do? Learning Compliment Responding In A Study Abroad Program, Li Jin Jul 2012

When In China, Do As The Chinese Do? Learning Compliment Responding In A Study Abroad Program, Li Jin

Li Jin

近年来中国大陆吸引了越来越多以英语为母语的留学生。留学生在中国留学期间是否学习到并在语言行为上体现中国文化的礼节方式是个很值得研究的话题。本文使用定性分析方式研究了美国大学生在中国上海暑期语言学习期间(八周)所习得的汉语称赞答复方式及学习称赞答复的过程。考察对象为四名在美国中西部一所私立大学学习汉语,以英语为母语的学生。其中两名二年级学生,两名三年级学生。数据来源为学生参加暑期学习班初期的问卷调查,每周一次的单独采访(一共六次),学生每周的博客,及本文作者的现场观察记录。分析结果发现四名学生学习到不同的称赞答复方式,称赞答复方式的学习过程复杂并受到个人在暑期学习期间社会经历的影响。本文并讨论了影响以英语为母语学生在中国短期留学期间学习称赞答复方式的各种社会及文化因素。 Recent years have witnessed an increasing number of English-speaking students studying abroad in China. Whether these students can learn and reflect in their behaviors certain uniquely Chinese-style speech acts during their sojourn in China merits investigation. This paper reports on a case study investigating what and how four American university-level students developed knowledge and skills of compliment responding in Mandarin Chinese when they were participating in an 8-week intensive summer language program in Shanghai. Among the four participants, two were from a 2nd-year ...


Qualitative Research Gains Equality: A Review Of Research Methodology: A Step-By-Step Guide For Beginners, Li Jin Apr 2012

Qualitative Research Gains Equality: A Review Of Research Methodology: A Step-By-Step Guide For Beginners, Li Jin

Li Jin

No abstract provided.


Sociocultural Theory-Guided College-Level Mandarin Chinese Hybrid Course Design, Li Jin Dec 2011

Sociocultural Theory-Guided College-Level Mandarin Chinese Hybrid Course Design, Li Jin

Li Jin

This paper explains how sociocultural theory (SCT), particularly its three key concepts: mediation, zone of proximal development, and agency, can be used to guide the course design of college-level 1st-year Mandarin Chinese hybrid courses. Specific examples are illustrated to demonstrate how three aspects of the hybrid course design: 1) learning materials and tasks, 2) teacher-student and student-student interaction, and 3) assessments, are guided from a SCT perspective. The feedback from students enrolled in a college-level hybrid Mandarin Chinese course sequence is also provided.


Narrative Research Methodology In Mobile Work Research, Li Jin Dec 2010

Narrative Research Methodology In Mobile Work Research, Li Jin

Li Jin

This book review provides a summary of the content of the book “Mobile Work, Mobile Lives: Cultural Accounts of Lived Experiences” and a critical review of the methodological strengths of the articles included in the book. It also points out one structural weakness of the book. The appropriate readership is recommended as well


Everson, Michael E., & Helen H. Shen. (Eds.). Research Among Learners Of Chinese As A Foreign Language., Li Jin Dec 2010

Everson, Michael E., & Helen H. Shen. (Eds.). Research Among Learners Of Chinese As A Foreign Language., Li Jin

Li Jin

No abstract provided.


Book Review: Heisig, James & Richardson, Timothy, W. Remembering Simplified Hanzi 1: How Not To Forget The Meaning And Writing Of Chinese Characters, Li Jin Dec 2009

Book Review: Heisig, James & Richardson, Timothy, W. Remembering Simplified Hanzi 1: How Not To Forget The Meaning And Writing Of Chinese Characters, Li Jin

Li Jin

No abstract provided.


Review Of The Books Remembering Simplified Hanzi 1: How Not To Forget The Meaning And Writing Of Chinese Characters & Remembering Traditional Hanzi 1: How Not To Forget The Meaning And Writing Of Chinese Characters, By J. Heisig & T. W. Richardson), Li Jin Dec 2009

Review Of The Books Remembering Simplified Hanzi 1: How Not To Forget The Meaning And Writing Of Chinese Characters & Remembering Traditional Hanzi 1: How Not To Forget The Meaning And Writing Of Chinese Characters, By J. Heisig & T. W. Richardson), Li Jin

Li Jin

No abstract provided.


Dynamic Motives In Esl Computer-Mediated Peer Response, Li Jin Dec 2009

Dynamic Motives In Esl Computer-Mediated Peer Response, Li Jin

Li Jin

This paper reports a case study investigating how the use of instant messaging (IM) mediated ESL students’ motives in their participation in computer-mediated peer response (CMPR) tasks in an ESL academic writing class. Qualitative data including interview transcripts, chat transcripts, on-and off-screen behaviors captured on video cameras and with a screen-capturing tool, researcher observations, and student drafts collected from two low-advanced-level ESL students were analyzed. Data analysis indicated that with the opportunities afforded and challenges presented by IM technology, the ESL students were driven by heterogeneous and multiple motives even when they were participating in the same task, and their ...


Using Technology For Foreign Language Instruction: Creative Innovations, Research, And Applications, Li Jin, Tony Erben, Ruth Ban, Robert Summers, Kristina Eisenhower Dec 2007

Using Technology For Foreign Language Instruction: Creative Innovations, Research, And Applications, Li Jin, Tony Erben, Ruth Ban, Robert Summers, Kristina Eisenhower

Li Jin

No abstract provided.


Using Instant Messaging Interaction (Imi) In Intercultural Learning, Li Jin Dec 2007

Using Instant Messaging Interaction (Imi) In Intercultural Learning, Li Jin

Li Jin

No abstract provided.


Intercultural Learning Via Instant Messenger Interaction, Li Jin Dec 2006

Intercultural Learning Via Instant Messenger Interaction, Li Jin

Li Jin

This paper reports a qualitative study investigating the viability of instant messenger (IM) interaction to facilitate intercultural learning in a foreign language class. Eight students in a Chinese as a foreign language (CFL) class participated in the study. Each student was paired with a native speaker (NS) of Chinese, and each pair collaborated on eight intercultural-learning tasks over a 2-month period through IM. Data were collected through an ethnographic survey, intercultural sensitivity scale, follow-up interviews, the researcher's reflective journal, and participants' IM conversation transcripts. The results showed that student participants' intercultural interaction engagement and attentiveness steadily increased, they developed ...


Computer-Mediated Peer Response In A Level-Iv Esl Academic Writing Class: A Cultural Historical Activity Theoretical Perspective, Li Jin Dec 2006

Computer-Mediated Peer Response In A Level-Iv Esl Academic Writing Class: A Cultural Historical Activity Theoretical Perspective, Li Jin

Li Jin

Very few studies focus on how English as a second language (ESL) students’ agency and their unique histories as an integral part of the social cultural environment influence his or her participation in computer-mediated peer response tasks, particularly in a multimedia-based synchronous communication environment. Considering each ESL student as an active agency with unique historical bearings, the dissertation investigated ESL students’ participation in computer-mediated peer response (CMPR) tasks that used instant messenger (IM) as the communication technology between students from the cultural historical activity theoretical (CHAT) perspective, which views all human interaction as a dynamic developmental process. A case study ...


Integrating Technology: Best-Use Practices For English Language Learners In Mainstream Classrooms, Ruth Ban, Li Jin, Robert Summers, Katherin Eisenhower Dec 2005

Integrating Technology: Best-Use Practices For English Language Learners In Mainstream Classrooms, Ruth Ban, Li Jin, Robert Summers, Katherin Eisenhower

Li Jin

No abstract provided.