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Fangyan-speaking learners of Mandari...

Hsiao, Jennifer Ching-hui.

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Fangyan-speaking learners of Mandarin Chinese in U.S. universities: Experiences of students with heritage backgrounds in Chinese languages other than Mandarin.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Fangyan-speaking learners of Mandarin Chinese in U.S. universities: Experiences of students with heritage backgrounds in Chinese languages other than Mandarin./
作者:	Hsiao, Jennifer Ching-hui.
面頁冊數:	231 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-03, Section: A, page: .
Contained By:	Dissertation Abstracts International72-03A.
標題:	Education, Language and Literature. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3438524
ISBN:	9781124426822

Fangyan-speaking learners of Mandarin Chinese in U.S. universities: Experiences of students with heritage backgrounds in Chinese languages other than Mandarin.
Hsiao, Jennifer Ching-hui.

Fangyan-speaking learners of Mandarin Chinese in U.S. universities: Experiences of students with heritage backgrounds in Chinese languages other than Mandarin. - 231 p.

Source: Dissertation Abstracts International, Volume: 72-03, Section: A, page: .

Thesis (Ph.D.)--The University of Texas at Austin, 2010.

With the rising importance of Mandarin Chinese since the 80s, researchers have paid more attention to the Mandarin learners of heritage backgrounds who can understand or speak Mandarin Chinese before entering Chinese as a Foreign Language (CFL) programs. However, the study of Fangyan-speaking learners of Mandarin Chinese has been long neglected and still remains scarce. This interview study was conducted with twelve Fangyan-speaking learners of Mandarin in U.S. universities with an aim of investigating the linguistic knowledge and ethno-cultural identities that Fangyan-speaking students bring to college-level CFL classrooms. Another focus of this study is to investigate the perception Fangyan-speaking students have about their linguistic abilities and what Fangyan-speaking students are perceived to be the expectations of their instructors and peers.

ISBN: 9781124426822Subjects--Topical Terms:

1018115
Education, Language and Literature.

Fangyan-speaking learners of Mandarin Chinese in U.S. universities: Experiences of students with heritage backgrounds in Chinese languages other than Mandarin.
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245 1 0 $a Fangyan-speaking learners of Mandarin Chinese in U.S. universities: Experiences of students with heritage backgrounds in Chinese languages other than Mandarin.
300 $a 231 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-03, Section: A, page: .
500 $a Adviser: Elaine K. Horwitz.
502 $a Thesis (Ph.D.)--The University of Texas at Austin, 2010.
520 $a With the rising importance of Mandarin Chinese since the 80s, researchers have paid more attention to the Mandarin learners of heritage backgrounds who can understand or speak Mandarin Chinese before entering Chinese as a Foreign Language (CFL) programs. However, the study of Fangyan-speaking learners of Mandarin Chinese has been long neglected and still remains scarce. This interview study was conducted with twelve Fangyan-speaking learners of Mandarin in U.S. universities with an aim of investigating the linguistic knowledge and ethno-cultural identities that Fangyan-speaking students bring to college-level CFL classrooms. Another focus of this study is to investigate the perception Fangyan-speaking students have about their linguistic abilities and what Fangyan-speaking students are perceived to be the expectations of their instructors and peers.
520 $a This study was conducted in two CFL programs: a long-established dual-track program in a research university and a newly-established mixed track program in a teaching university. Both Fangyan-speaking students and their instructors were recruited for interviews and document data were collected from both students and their instructors.
520 $a A modification of Krashen's Input Hypothesis (1981) was employed in categorizing four types of Mandarin input, in which Cantonese pronunciation for reading purposes and media consumption were found to play important roles in Fangyan-speaking students' Mandarin learning. Analysis of the data also revealed that Fangyan-speaking participants' ethno-cultural identities may exhibit a nature of "hybridity" owing to their family immigration histories. Implications derived from the findings are offered for researchers, practitioners, and administrators of programs that serve tertiary CFL learners.
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