Research on Teaching Chinese as a Second or Foreign Language in and outside Mainland China: A Bibliometric Analysis

Autor/inn/en	Gong, Yang; Lyu, Boning; Gao, Xuesong
Titel	Research on Teaching Chinese as a Second or Foreign Language in and outside Mainland China: A Bibliometric Analysis
Quelle	In: Asia-Pacific Education Researcher, 27 (2018) 4, S.277-289 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lyu, Boning)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-018-0385-2
Schlagwörter	Teaching Methods; Educational Research; Chinese; Second Language Learning; Second Language Instruction; Bibliometrics; Journal Articles; Word Frequency; Information Retrieval; Learning Processes; International Cooperation; Literature Reviews + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsforschung; Pädagogische Forschung; China; Chinesen; Zweitsprachenerwerb; Fremdsprachenunterricht; Bibliometrie; Journal article; Zeitschriftenaufsatz; Word analysis; Frequency; Wortanalyse; Häufigkeit; Learning process; Lernprozess; Internationale Kooperation; Internationale Zusammenarbeit
Abstract	This article reviews studies on teaching Chinese as a second or foreign language (CSL/CFL) inside and outside Mainland China. In the review process, we analyzed a total of 1358 Chinese language articles and 175 English language articles from CNKI [Chinese characters omitted] and Web of Science, respectively, during the period from 2004 to 2016. By analyzing the frequency and the co-occurrence of keywords in these articles, this review identifies the development trajectories and topical trends of Chinese language education research in mainland Chinese and international journals. The review also highlights both researchers and institutions that contributed significantly to research on CSL/CFL teaching and learning. As revealed through the analysis, researchers in and outside mainland China focus on different research issues with different perspectives, while few cross-border research collaborations are observed among the leading researchers and (or) institutions in this field. Consequently, we conclude this review with suggestions for researchers in mainland China and other contexts, journals, and institutions for promoting transnational-collaboration research to support the development of Chinese language education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01