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Interactive patterns in paired discu...

Huang, Yi-Tzu.

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Interactive patterns in paired discussions between Chinese heritage and Chinese foreign language learners.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Interactive patterns in paired discussions between Chinese heritage and Chinese foreign language learners./
Author:	Huang, Yi-Tzu.
Description:	267 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-10(E), Section: A.
Contained By:	Dissertation Abstracts International74-10A(E).
Subject:	Language, General. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3566652
ISBN:	9781303180149

Interactive patterns in paired discussions between Chinese heritage and Chinese foreign language learners.
Huang, Yi-Tzu.

Interactive patterns in paired discussions between Chinese heritage and Chinese foreign language learners. - 267 p.

Source: Dissertation Abstracts International, Volume: 74-10(E), Section: A.

Thesis (Ph.D.)--The University of Iowa, 2013.

Having acquired some degree of oral proficiency but low (or non-existent) literacy, the learning of Chinese heritage learners' (CHLs) learning needs are different from those of Chinese foreign language learners (CFLs), who have learned Chinese only in the classroom setting. Although researchers have advocated for a separate curriculum for CHLs, creating a heritage track may not be an option for many Chinese programs due to insufficient enrollment and limited resources. Huge proficiency variations among CHLs also make it difficult to provide a language curriculum that fits the needs of all learners. Therefore, CHLs are assigned to classes with CFLs in most Chinese language programs. From a pedagogical point of view, uneven proficiency levels are a great concern for instructors who teach a language class with students of different language backgrounds and with varying abilities, especially when assigning students to work in pairs or small groups. Although CHL-CFL paired interaction has become a common phenomenon in Chinese language classes, it has not been fully explored.

ISBN: 9781303180149Subjects--Topical Terms:

1018089
Language, General.

Interactive patterns in paired discussions between Chinese heritage and Chinese foreign language learners.
LDR:04446nam a2200349 4500 001 1962806
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020 $a 9781303180149
035 $a (MiAaPQ)AAI3566652
035 $a AAI3566652
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100 1 $a Huang, Yi-Tzu. $3 2098924
245 1 0 $a Interactive patterns in paired discussions between Chinese heritage and Chinese foreign language learners.
300 $a 267 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-10(E), Section: A.
500 $a Adviser: Chuanren Ke.
502 $a Thesis (Ph.D.)--The University of Iowa, 2013.
520 $a Having acquired some degree of oral proficiency but low (or non-existent) literacy, the learning of Chinese heritage learners' (CHLs) learning needs are different from those of Chinese foreign language learners (CFLs), who have learned Chinese only in the classroom setting. Although researchers have advocated for a separate curriculum for CHLs, creating a heritage track may not be an option for many Chinese programs due to insufficient enrollment and limited resources. Huge proficiency variations among CHLs also make it difficult to provide a language curriculum that fits the needs of all learners. Therefore, CHLs are assigned to classes with CFLs in most Chinese language programs. From a pedagogical point of view, uneven proficiency levels are a great concern for instructors who teach a language class with students of different language backgrounds and with varying abilities, especially when assigning students to work in pairs or small groups. Although CHL-CFL paired interaction has become a common phenomenon in Chinese language classes, it has not been fully explored.
520 $a Grounded in sociocultural theory, this research explores the nature of dyadic interaction between Chinese heritage learners (CHLs) and Chinese foreign language learners (CFLs) in a classroom setting. It investigates the roles that Chinese heritage learners and their foreign language peers play in paired discussions, how learners' proficiency gaps influence the dynamics of paired interaction, and whether peer-peer collaboration affects learners' individual oral performance.
520 $a In this study, data were collected in three intermediate-level Chinese classes. Participants first filled out a language background survey to lead to a better understanding of the environments in which they use Chinese. Next, they took two proficiency tests to assess their comprehensive Chinese skills. Over the course of a semester, ten CHL-CFL pairs engaged in paired discussions on six different occasions. Before and after each pair work session, each participant was required to give an individual verbal report assessing the influence of paired interaction on his or her oral performance. After data from the six sessions were collected, participants took an end-of-study survey, which provides their perceptions about paired discussion and their roles in paired interaction over the research period.
520 $a According to the findings, three interaction patterns (passive collaboration pattern, active collaboration pattern, and peer-tutoring pattern) were identified. The results of this study show that CHLs' language background and the amount of Chinese language exposure determined the CHL-CFL proficiency gaps in each pair, and further influenced the pattern of paired interaction. Learners generated more LREs (Language-related episodes) and were more likely to acquire knowledge from pair work when the degree of interaction mutuality was high. Even when the proficiency gaps were large, the less proficient learners still could transfer new knowledge to their independent work.
520 $a To conclude, this study may be of importance in presenting the dynamics of CHL-CFL paired interaction in a mixed Chinese language class, as well as in providing instructors with a better understanding of how different factors such as interlocutors' proficiency gaps, individual participants' beliefs and attitudes relate to their interaction behaviors and subsequent independent performance.
590 $a School code: 0096.
650 4 $a Language, General. $3 1018089
650 4 $a Language, Linguistics. $3 1018079
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Education, Foreign Language. $3 1064562
690 $a 0679
690 $a 0290
690 $a 0279
690 $a 0444
710 2 $a The University of Iowa. $b Second Language Acquisition. $3 1673028
773 0 $t Dissertation Abstracts International $g 74-10A(E).
790 $a 0096
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3566652