Skip to main content

Raising Orthographic Awareness of Teachers of Chinese

  • Chapter

Part of the book series: Educational Linguistics ((EDUL,volume 4))

This is a preview of subscription content, log in via an institution.

Buying options

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   39.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD   109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Alderson, J. C., Clapham, C. & Steel, D. (1997). Metalinguistic knowledge, language aptitude and language proficiency. Language Teaching Research, 1(2), 93–121.

    Google Scholar 

  • Andrws, S. (1997). Metalinguistic awareness and teacher explanation. Language Awareness, 6(2/3), 147–161.

    Article  Google Scholar 

  • Andrews, S. (1999). Why do L2 teachers need to ‘know about language?’ Teachers’ metalinguistic awareness and input for learning. Language and Education, 13(3), 161–177.

    Article  Google Scholar 

  • Borg, S. (1998). Teachers’ pedagogical systems and grammar teaching: A qualitative study. TESOL Quarterly. 32(1), 9–38.

    Google Scholar 

  • Borg, S. (1999). The use of grammatical terminology in the second language classroom: A qualitative study of teachers’ practices and cognitions. Applied Linguistics, 20(1), 95–126.

    Article  Google Scholar 

  • Brecht, R. D. & Walton, A. R. (1994). National strategic planning in the less commonly taught languages. ANNALS, AAPSS, 532, 190–212.

    Google Scholar 

  • Ellis, R. (1990). Instructed Second Language Acquisition: Learning in the Classroom. Oxford: Blackwell.

    Google Scholar 

  • Ericsson, K. A. & Simon, H. A. (1993). Protocol Analysis: Verbal Reports as Data (2nd ed.). Cambridge, MA: MIT Press.

    Google Scholar 

  • Everson, M. E. (1998). Word recognition among learners of Chinese as a foreign language: Investigating the relationship between naming and knowing. The Modern Language Journal, 82(2), 194–204.

    Google Scholar 

  • Fotos, S. S. (1993). Consciousness raising and noticing through focus on form: grammar task performance versus formal instruction. Applied Linguistics, 14(4), 185–407.

    Article  Google Scholar 

  • Ke, C.; Wen, X.; & Kotenbeutel, C. (2001). Report on the 2000 CLTA articulation project. Journal of the Chinese Language Teachers Association, 36(3), 25–60.

    Google Scholar 

  • Kihistrom, J. (1984). Conscious, subconscious, unconscious: A cognitive perspective. In K. S. Bowers and D. Meichenbaum (Eds.), The Unconscious Reconsidered. New York: Wiley.

    Google Scholar 

  • Kinoshita, H. (2002). The effectiveness of oral metalinguistic feedback: A case of learning Japanese particles. Unpublished M.A. thesis.

    Google Scholar 

  • Lightbown, P. & Spada, N. (1990). Focus on form and corrective feedback in communicative language teaching. Studies in Second Language Acquisition, 12, 429–446.

    Article  Google Scholar 

  • Packard, J. L. (2000). The Morphology of Chinese: A Linguistic and Cognitive Approach. Cambridge University Press.

    Google Scholar 

  • Renou, J. M. (2000). Learner accuracy and learner performance: The quest for a link. Foreign Language Annals, 33(2), 168–180.

    Article  Google Scholar 

  • Samimy, K. K. & Lee, Y. (1997). Beliefs about language learning: perspectives of first-year learners and their instructors. Journal of the Chinese Language Teachers Association, 32, 40–60.

    Google Scholar 

  • Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129–158.

    Article  Google Scholar 

  • Sharwood Smith, M. (1990) Consciousness-raising and the second language learner. Applied Linguistics, 11(2), 159–168.

    Article  Google Scholar 

  • Shen, H. H. & Bear, D. R. (2000) Development of orthographic skills in Chinese children. Reading and Writing: An Interdisciplinary Journal, 13, 197–236.

    Article  Google Scholar 

  • Xiao, Y. (2002) The orthographic development in learning Chinese as a foreign language. Paper presented at the AAAL (American Association of Applied Linguistics) Annual Conference 2002 in Salt Lake City.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Editor information

Nat Bartels

Rights and permissions

Reprints and permissions

Copyright information

© 2005 Springer Science+Business Media, Inc.

About this chapter

Cite this chapter

Xiao, Y. (2005). Raising Orthographic Awareness of Teachers of Chinese. In: Bartels, N. (eds) Applied Linguistics and Language Teacher Education. Educational Linguistics, vol 4. Springer, Boston, MA. https://doi.org/10.1007/1-4020-2954-3_13

Download citation

Publish with us

Policies and ethics