Key Issues in Chinese as a Second Language Research

"In this exciting new volume, Kecskes and Sun bring together some of the top researchers in the fields of linguistics and language acquisition and present the latest studies of learning Chinese as an additional language. The chapters are both theoretically sound and empirically rich. The volume will be a key reference in Chinese as a second language research and its implication for policy and practice will be far reaching."
― Li Wei, University College London, UK

"Key Issues in Chinese as a Second Language Research is the first collection of studies examining learners’ Chinese linguistic knowledge development from perspectives of first language influence, acquisition patterns, and pedagogical implications based on research findings. The studies analyze the data by moving beyond the context of general theories of linguistics to explore unique characteristics in the acquisition of Chinese linguistic knowledge by Chinese L2 learners. This book will be highly welcomed by scholars, graduate students, and Chinese educators in the field."
― Helen H. Shen, The University of Iowa, USA

"For too long a time, the field of Chinese as a Second/Foreign Language has been one where practitioners argue about key questions based largely on personal experience gleaned from teaching—but often based on little empirical evidence. With this volume, the editors and chapter authors, who include scholars from six countries including both native and non-native speakers of Chinese, have made a major contribution to building and professionalizing the field. "
― Cornelius C. Kubler, Williams College, USA

"Even though it is the largest language in the world in terms of the number of native speakers, Chinese has been woefully understudied. It is therefore encouraging to see this team of international scholars present a compelling and comprehensive argument for the research of the acquisition of Chinese as an additional language that is grounded in and guided by solid research. This volume also contributes to broadening the context and scope of SLA in general."
― Agnes He, Stony Brook University, USA