Engaging native speakers in language scaffolding in a Chinese classroom

Repository record updated on:

Oct. 15, 2021, 1:01 p.m.

Database record updated on:

Oct. 27, 2021, 6:52 p.m.

Last Harvested on:

Oct. 27, 2021, 6:52 p.m.

bitstream:

http://scholarspace.manoa.hawaii.edu/bitstream/10125/69857/1/02_01_10125-69857.pdf

bitstream_txt:

http://scholarspace.manoa.hawaii.edu/bitstream/10125/69857/2/02_01_10125-69857.pdf.txt

collection:

Volume 02 - Issue 1

contributor.author:

Kong, Kaishan

date.accessioned:

2021-10-14T20:16:18Z

date.available:

2021-10-14T20:16:18Z

date.issued:

2021-10-01

description.abstract:

The study reported in this article was carried out in a Chinese language class at the college level to explore the benefits and challenges of language scaffolding through interactions between pairs consisting of a Chinese as a Foreign Language (CFL) learner and a Chinese Native Speaker (CNS). The CNSs were international students on campus. CNS and CFL learners formed tandem learning dyads to support each other’s language and exchange cultural knowledge on given topics. Data included students' discussions, writing samples, and reflective interviews. Research findings revealed that the CNS provided corrective feedback through various strategies and that the CFL learner’s Chinese was improved through language correction and language expansion. However, a number of challenges emerged for future improvement, including a lack of training on providing corrective feedback, unstable partnerships, and time constraints. This article includes suggestions for language program directors and instructors as they consider how to include their international student body in curriculum design.

description.provenance:

Made available in DSpace on 2021-10-14T20:16:18Z (GMT). No. of bitstreams: 1 02_01_10125-69857.pdf: 923453 bytes, checksum: 73f9375601b67bb95d6057e30a467287 (MD5) Previous issue date: 2021-10-01

endingpage:

64

identifier.citation:

Kong, K. (2021). Engaging native speakers in language scaffolding in a Chinese classroom. Second Language Research & Practice, 2(1), 41-64. http://hdl.handle.net/10125/69857

identifier.issn:

2694-6610

identifier.uri:

http://hdl.handle.net/10125/69857

number:

1

publisher:

University of Hawaii National Foreign Language Resource Center (co-sponsored by American Association of University of Supervisors and Coordinators; Center for Advanced Research on Language Acquisition; Center for Educational Reources in Culture, Language, and Literacy; Center for Open Educational Resources and Language Learning; Open Language Resource Center; Second Language Teaching and Resource Center)

site_url:

/item/389

startingpage:

41

subject:

Chinese peer scaffolding native speakers interaction corrective feedback

title:

Engaging native speakers in language scaffolding in a Chinese classroom

type:

Article

type.dcmi:

Text

volume:

2