Chinese as a Second and Foreign Language Education: Pedagogy and Psychology

by Qiao Yu Cai

Overview

This book presents key issues in the teaching of Chinese as a second or foreign language (TCSL or TCFL). It investigates how multimedia can help to assist TCSL/TCFL and explores practical effects of multimedia-assisted teaching at secondary schools in the Philippines. It addresses the psychology of TCSL/TCFL and discusses various recurring foreign graduate students concerns when learning academic Chinese in graduate institutes in Taiwan. It examines issues of educational assessment and testing, analyzing the validity of a self-made placement test for an immigrant Chinese program, as well as the psychological characteristics of adult learners and their implications for immigrant Chinese curriculum design. As foreign learners of Chinese grow exponentially, this cutting edge read conceptualizes the educational philosophy of TCSL/TCFL as a distinctive discipline.

Product Details

ISBN-13:	9789811356360
Publisher:	Springer Nature Singapore
Publication date:	12/28/2018
Edition description:	Softcover reprint of the original 1st ed. 2018
Pages:	127
Product dimensions:	5.83(w) x 8.27(h) x (d)

About the Author

Qiao Yu Cai is an Assistant Professor in the Department of Language and Literacy Education, National Taichung University of Education, Taiwan. His research interests are focused on teacher education, multimedia and TCSOL, educational testing and assessment in TCSOL, the psychology of learning Chinese as a second language, as well as multicultural education for immigrants.

Table of Contents

Introduction.- Effect of multimedia visual aids used for teaching Chinese on Philippine secondary school students’ learning outcomes and attitudes.- The anxiety factors of studying academic Chinese in graduate programs: Experiences of non-native Chinese-speaking postgraduates in Taiwan.- An item analysis of a self-made placement test for an immigrant Chinese program.- Psychological characteristics of adult learners with implications for immigrant Chinese curriculum design.- Conclusions.