Explorations into Chinese as a Second Language

  • Istvan Kecskes

Part of the Educational Linguistics book series (EDUL, volume 31)

Table of contents

  1. Front Matter
    Pages i-xvi
  2. Explorations into the Structure and Use of Chinese as a Second Language

  3. Explorations into the Learning of Chinese as a Second Language

  4. Back Matter
    Pages 221-224

About this book


This volume explores how linguistic research can support the teaching and learning of Chinese as a second language. It responds to a rapidly growing interest in the Chinese language all over the world, and answers the need for a strong research background for the discipline. Without that, Chinese language learning remains only a unique experience and/or a useful education challenge.

The first section explores crucial issues about the structure and use of Chinese as a Second Language such as word-order, noun-noun compounds, meaning-making in writing, pronunciation and stress and tone. The second section explores the learning of Chinese by seeking answer to questions about difficulties, expectations, beliefs, use of corpus and learning how to express necessity.

The authors coming from eight different countries demonstrate how existing knowledge has been generated, bring together different lines of research, point out tendencies in the field, demonstrate and explain what tools and methods researchers can use to address major issues in the field, and give direction to what future research should focus on.


research on Chinese as a second language acquisition of Chinese Chinese language learners teaching Chinese as a second language learning tone in Chinese

Editors and affiliations

  • Istvan Kecskes
    • 1
  1. 1.School of Education, ED 114State University of New YorkAlbanyUSA

Bibliographic information

  • DOI
  • Copyright Information Springer International Publishing AG 2017
  • Publisher Name Springer, Cham
  • eBook Packages Education Education (R0)
  • Print ISBN 978-3-319-54026-9
  • Online ISBN 978-3-319-54027-6
  • Series Print ISSN 1572-0292
  • Series Online ISSN 2215-1656
  • Buy this book on publisher's site