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Interest in learning Chinese as an additional language has soared worldwide over the last ten years. Yet little is known about the learning process, and much less about what pedagogical strategies might facilitate or, otherwise, hinder it. This book thus aims to further understanding of the acquisition of Chinese as a foreign or second language. It brings together six independent studies which explore aspects of learning Chinese as an additional language across the domains of morphosyntax, pragmatics, cognitive capacity, interactional learning, and instructed learning, via a variety of conceptual frameworks and methodological strategies. These studies as well as the suggestions for future research will be of great interest to second language acquisition researchers, graduate students and second language teachers of Chinese, as well as to curriculum developers and materials writers.