Developing Writing Competence in L2 Chinese Classrooms

Li Yang is Associate Professor of Chinese in the Department of Modern Languages at Kansas State University, USA. She conducts research on second language acquisition of Chinese, focused on interlanguage pragmatics and second language writing.Laura Valentín-Rivera is Associate Professor of Spanish in the Department of Modern Languages at Kansas State University, USA. Her academic interests include Spanish applied linguistics, heritage language learners’ literacy skills and collaboration mediated by social tools, and Spanish in the United States.

• ContributorsAcknowledgmentsLi Yang and Laura Valentín-Rivera: Contextualizing the Importance of Writing: A Call for Action in L2 Chinese ClassroomsChapter 1. Shuyi Yang: Writing Processes and Products of Chinese as Heritage and Foreign Language LearnersChapter 2. Brian Olovson and Sha Huang: Collaborative Writing in a Tertiary Chinese as a Foreign Language Classroom: Processes and ProductsChapter 3. Li Yang and Zenan Zhao: Learners’ Writing Strategies in L2 Chinese: A Cross-Sectional StudyChapter 4. Xiaofei Pan: Investigating Nominal Structures in L2 Chinese Writing: A Systemic Functional Linguistics PerspectiveChapter 5. Jia Lin and Gengsong Gao: Exploring L2 Chinese Learners’ Connective Usage in Writing: An Error Analysis ApproachChapter 6. Lijuan Ye: Facebook as a Mediator for L2 Chinese Writing: Practices and PerceptionsChapter 7. Laura Valentín-Rivera: The Efficacy of Teachers’ Written Corrective Feedback in the L2 Chinese Classroom: Learner Perceptions and PreferencesChapter 8. Daniel Román-Zúñiga, Idoia Elola and Raychel Vasseur: L2 Writing under Pandemic Conditions: How Do Chinese and Spanish Instructors Adapt?Li Yang and Laura Valentín-Rivera: Concluding RemarksIndex

This collection of pedagogically-relevant research reports will provide a much-needed resource for L2 Chinese writing specialists. Its chapters focus on important writing-related topics, including collaborative writing, writing for social media, strategy use, the writing of heritage-language learners, writing fluency, syntactic quality, and lexical accuracy. The volume is groundbreaking.