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Online Chinese Learning Exploring Effective Language Learning Strategies

Aus der Reihe Routledge Studies in Chinese as a Foreign Language
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Beschreibung

Online Chinese Learning aims to investigate the types of language learning strategies (LLSs) that online Chinese learners use across asynchronous and synchronous learning environments in different learning contexts.

This book examines how the use of language learning strategies by online Chinese learners...

Beschreibung

Online Chinese Learning aims to investigate the types of language learning strategies (LLSs) that online Chinese learners use across asynchronous and synchronous learning environments in different learning contexts.

This book examines how the use of language learning strategies by online Chinese learners is influenced by the interactants; the characteristics of the specific learning context; and selected individual learner characteristics. This book will provide: (1) new and detailed information about students' LLS use in online Chinese learning; (2) insights into how individual students adopt LLSs and technological tools to solve learning problems in various learning contexts; (3) an exploration of factors influencing LLS use; and (4) recommendations regarding LLS adoption, use, and training.

This book will be a valuable resource for university instructors in languages, language teaching methods, and second language acquisition, as well as researchers in languages, linguistics, and language learning and teaching.

Produktdetails

ISBN

978-1-03-247914-9
Erscheinungsdatum

22.02.2024
Einband

Gebundene Ausgabe
Verlag Taylor & Francis

Produktdetails

ISBN

978-1-03-247914-9
Erscheinungsdatum

22.02.2024
Einband

Gebundene Ausgabe
Verlag Taylor & Francis
Seitenzahl

258
Maße (L/B/H)

24/16,1/1,9 cm
Gewicht

505 g
Sprache

Englisch
Herstelleradresse

Libri GmbH
Europaallee 1
36244 Bad Hersfeld
DE

Email: gpsr@libri.de

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  • Produktbild: Online Chinese Learning
  • Produktbild: Online Chinese Learning

  • Preface.

    Chapter 1. Introduction.

    1.1 Chinese language learning around the world.

    1.2 Learning chanllenges and this book.

    1.3 The Online Chinese Programme and the Research Project.

    1.3.1 The online Chinese programme for this research project

    1.3.2 Participants.

    1.3.3 In-depth individual student studies.

    1.3.4 Data collection and research instruments.

    1.4 Organisation of the book.

    1.5 Audience.

    1.6 How this book is different .

    Chapter 2. Review of related study fields.

    2.1 Online learning and TELL.

    2.1.1 Online learning.

    2.1.2 TELL.

    2.2 Chinese as a particularly difficult language for English speakers to learn.

    2.3 LLSs and LLS research.

    2.3.1 Definition of LLS.

    2.3.2 LLS research.

    2.3.3 TELL task types and LLS adoption.

    2.3.4 LLS training.

    2.4 LLS research in online language learning.

    2.4.1 Affective strategies.

    2.4.2 Cognitive strategies.

    2.4.3 Social strategies.

    2.4.4 Memory strategies.

    2.4.5 Compensation strategies.

    2.4.6 Metacognitive strategies.

    2.4.7 LLSs specific to online learning.

    2.4.8 Summary of LLS research in online language learning.

    2.5 An overview of Chinese LLS research.

    2.5.1 LLS adoption in Chinese language learning.

    2.5.2 Chinese-character-learning strategy use.

    2.5.3 LLS use in Chinese speaking.

    2.5.4 LLS use in Chinese essay writing.

    2.5.5 Chinese LLS use in TELL.

    2.6 Different variables that influence LLS adoption.

    2.6.1 Individual differences.

    2.6.2 Motivation.

    2.6.3 Language proficiency.

    2.6.4 Learner autonomy.

    2.6.5 Age.

    2.7 Summary.

    Chapter 3. The repertoire of LLSs in online Chinese learning.

    3.1 Introduction.

    3.2 LLSs obtained from the self-reported data.

    3.2.1 LLS use by category.

    3.2.2 Affective strategies.

    3.2.3 Cognitive strategies.

    3.2.4 Social strategies.

    3.2.5 Memory strategies.

    3.2.6 Compensation strategies.

    3.2.7 Metacognitive strategies.

    3.3 LLSs obtained from the observed data.

    3.3.1 LLS adoption observed in the asynchronous learning environment

    3.3.2 LLS adoption observed in the synchronous learning environment

    3.4 Summary.

    Chapter 4. Factors influencing LLS adoption.

    4.1 Introduction.

    4.2 The impact of the learning contexts and interactants on the participants' LLS use.

    4.2.1 The impact of the asynchronous and synchronous environments on the participants' LLS use

    4.2.2 The impact of the interactants on the participants' LLS use.

    4.3 The impact of the individual-learner characteristics on the participants' LLS use.

    4.3.1 Motives for learning Chinese and LLS use.

    4.3.2 Learning goals and LLS use.

    4.3.3 Age and LLS use.

    4.3.4 Length of prior learning of Chinese and LLS use.

    4.4 Summary.

    Chapter 5. Individual LLS reports of the interviewees.

    5.1 Introduction.

    5.2