Learning L2 Chinese abroad: A mixed-methods multiple case studies of U.S.-based learners in China (2015-Present)
Project Summary
Born out of my dissertation, this project explored U.S.-based students' learning of Chinese on a semester-abroad in China. With the aim to trace linguistic development along with reconstructing personal stories, the project adopted a mixed-methods multiple case study design and the theoretical framework of Vygotskian sociocultural theory.
Born out of my dissertation, this project explored U.S.-based students' learning of Chinese on a semester-abroad in China. With the aim to trace linguistic development along with reconstructing personal stories, the project adopted a mixed-methods multiple case study design and the theoretical framework of Vygotskian sociocultural theory.
- Case studies of 5 students of diverse backgrounds qualitatively investigated their participated in contextualized practices with Chinese host families or local roommates, the process linguistic development, the quality of their experience abroad, and the interplay of personal histories, perception of experience, and linguistic progress
- Pragmatic development of a larger scale (n=25) was assessed across time with an interactive interview
Work in Progress
- A case study that explores the "unique social situations of development" of two students who stayed in the same homestay during the same time and yet presented diverse learning trajectories
- A case study that investigates and compares the nature of interaction and language learning in a residence hall and a homestay. It also highlights the cognitive-emotive unity of L2 learning in both cases.
Publications
|
|
|
|
Presentations
- Wu, Q. (2020). Learning L2 Chinese in study abroad residence hall and homestay: Two case studies. Paper presented at the Two-day Online Symposium on New Perspectives in Language Education at Centre for Educational Research on Languages and Literacies, Toronto, ON.
- Wu, Q. (2017). Communicating emotions in conversational narratives: A case study of two American students in a Chinese homestay in Shanghai. Paper presented at the American Association of Applied Linguistics, Portland, OR.
- Wu, Q. (2016). Communicating emotions in Chinese: A case study of an American student on a semester abroad in China. Paper presented at the Fourth International Symposium of Chinese Language and Discourse, Smithfield, RI.
- Wu, Q. (2016). Learning Chinese in a semester abroad in China. Poster presented at the 2016 Pennsylvania State University Graduate Exhibition, State College, PA
Language Socialization in Chinese Study Abroad Homestay (2012-2014)
Principle Investigator: Dr. Celeste Kinginger
I was research assistant to the research project at Pennsylvania State University. Funded by the Center for Advanced Language Proficiency Education and Research, the project scrutinized the language socialization process in study abroad homestays of two cohorts of American high school students in China with audio recordings of regular mealtime conversation and interviews with students and host families.
I was research assistant to the research project at Pennsylvania State University. Funded by the Center for Advanced Language Proficiency Education and Research, the project scrutinized the language socialization process in study abroad homestays of two cohorts of American high school students in China with audio recordings of regular mealtime conversation and interviews with students and host families.
Development of Chinese across Contexts (2011-2012)
Principle Investigator: Dr. Bei Yang
I was project assistant to the project at the University of Wisconsin-Madison. Taking a cognitive approach to second language acquisition, the project investigated how learning contexts (i.e. at-home classroom, summer immersion, and study abroad) influence Chinese language learning (e.g. particle le, tones) and processing (e.g. filled-pause).
I was project assistant to the project at the University of Wisconsin-Madison. Taking a cognitive approach to second language acquisition, the project investigated how learning contexts (i.e. at-home classroom, summer immersion, and study abroad) influence Chinese language learning (e.g. particle le, tones) and processing (e.g. filled-pause).