Teaching and Researching Chinese Second Language Listening focuses on Chinese L2 listening with theory and pedagogy at its heart. The objectives of the book are to recount the development of Chinese L2 listening pedagogy, to synthesize research on Chinese L2 listening, and to propose a Chinese L2 listening approach.
This book is the first to bridge the gap between Chinese L2 and general L2 listening and develop a much-needed systematic teaching approach to Chinese listening based on research findings in L2 listening, the unique features of the Chinese language, and the distinctive characteristics of the Chinese L2 learner population. This book grounds Chinese L2 teaching in solid theories of L2 acquisition and teaching. The research-informed and evidence-based Chinese L2 teaching approach proposed in the book seeks to move beyond the traditional product-oriented approach to integrate form-, meaning-, process-, and learner-focused listening. This book also discusses Chinese L2 listening from learners’ perspectives: heritage versus non-heritage learners and motivation. These are presented together with theory and teaching practice.
The book is aimed at researchers, in-service teachers and students taking upper-level undergraduate courses and postgraduate courses for programs in Chinese applied linguistics and teaching Chinese as a second language (TCSL).
Chinese listening studies to date have mostly been published in the Chinese language, which severely limits their readership. This book is therefore written in English to fill the gap in current scholarship. Due to a large number of Chinese learners and the consequential booming programs in TCSL and CIE (Chinese international education), it is important to dedicate a book specifically to Chinese listening.
Contents
Acknowledgements
List of Tables
List of Figures
Introduction
Part I Listening in the general L2 context
Chapter 1 Listening theories
Chapter 2 Core issues in L2 listening
Part II Listening in the Chinese L2 context
Chapter 3 Unique features of the Chinese language
Chapter 4 Research methods in Chinese L2 listening
Chapter 5 Development and status of Chinese L2 listening instruction
Part III Teaching Chinese L2 listening
Chapter 6 A Chinese L2 listening teaching sequence
Chapter 7 Techniques and activities for teaching Chinese L2 listening
Chapter 8 Chinese L2 listening teaching from learners’ perspectives
Conclusion
References
Index
Biography
Wei Cai is an Associate Professor in the School of Languages, Linguistics, Literatures and Cultures, University of Calgary, Canada.
"Wei Cai has succeeded admirably in synthesizing research on Chinese L2 listening in relation to literature on general L2 listening with an eye towards a systemic teaching approach to Chinese listening. For Chinese L2 researchers, teachers, and students, this volume not only provides a comprehensive and highly accessible view of the processes involved in listening development in general and Chinese L2 listening in particular but also evidence-based pedagogical approaches and techniques."
Chuanren Ke, Professor of Chinese and Second Language Acquisition, University of Iowa, USA
"As the first book ever on the theory and pedagogy of L2 Chinese listening, Teaching and Researching Chinese Second Language Listening is a significant contribution to SLA and applied linguistics. It marks a new level on L2 listening research and is a ‘must read’ to scholars in this area."
Professor Yang Zhao, School of Chinese as a Second Language, Peking University
