The Teaching of Chinese as a Second or Foreign Language: a Systematic Review of the Literature 2005-2015

Autor/inn/en	Ma, Xiuli; Gong, Yang; Gao, Xuesong; Xiang, Yiqing
Titel	The Teaching of Chinese as a Second or Foreign Language: a Systematic Review of the Literature 2005-2015
Quelle	In: Journal of Multilingual and Multicultural Development, 38 (2017) 9, S.815-830 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gong, Yang) ORCID (Gao, Xuesong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2016.1268146
Schlagwörter	Chinese; Second Language Instruction; Literature Reviews; Journal Articles; Teaching Methods; Educational Trends; Performance Factors; Thematic Approach; Curriculum Development; Classroom Techniques; Educational Practices; Instructional Materials; Language Usage; Faculty Development; Educational Policy; Language Tests; Language Planning; Learning Motivation; Language Attitudes; Foreign Countries; China + Suchen Sie Ihr Suchwort? China; Chinesen; Fremdsprachenunterricht; Journal article; Zeitschriftenaufsatz; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsentwicklung; Leistungsindikator; Themenzentrierter Unterricht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Klassenführung; Bildungspraxis; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Sprachgebrauch; Politics of education; Bildungspolitik; Language test; Sprachtest; Sprachwechsel; Motivation for studies; Lernmotivation; Sprachverhalten; Ausland
Abstract	This paper reports the results of a review of research articles on the teaching of Chinese as a second or foreign language published in four leading mainland Chinese journals during the years 2005-2015. The review found that Chinese language researchers are exploring a wide array of issues including language policy and planning, language learning and use, language pedagogy, teacher development and language testing. These studies document the efforts that Chinese language researchers and teachers have made to meet the explosively growing demand for Chinese language learning in the world. Furthermore, it was noted that the leading Chinese journals have become more receptive to empirical studies although a large number of non-empirical articles are still being published. Overall, research in these journals is still beset with different challenges, and there is a need for more rigorous scholarship on the part of researchers. For this reason, the review concludes with suggestions for Chinese journals so that they can promote high-quality research to support the global development of Chinese language education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01