Dynamic assessment (DA) derives from the sociocultural theory of mind as elaborated by Russian ps... more Dynamic assessment (DA) derives from the sociocultural theory of mind as elaborated by Russian psychologist L. S. Vygotsky. By offering mediation when individuals experience difficulties and carefully tracing their responsiveness, Vygotsky (1998) proposed that diagnoses may uncover abilities that have fully formed as well as those still in the process of developing. This insight has led to numerous assessments, collectively referred to as DA, that have been pursued primarily in the domains of special education and general cognitive abilities measurement (Feuerstein, Feuerstein, & Falik, 2010; Haywood & Lidz, 2007). To date, L2 DA work has been primarily conducted in classroom settings (Ableeva, 2010; Lantolf & Poehner, 2011; Poehner, 2007, 2008). This paper discusses a recent project concerning the design of online multiple-choice tests of L2 reading and listening comprehension that leverage the principle that mediation is indispensable for diagnosing development. Specifically, each test item is accompanied by a set of prompts graduated from implicit to explicit. In this way, resultant diagnoses include not only whether learners answered correctly (their actual score) but also the amount of support they required (mediated score) during the test. We argue that the set of scores automatically generated by the tests, together with a breakdown of learner performance on items targeting particular component features of comprehension, provide a fine-grained diagnosis of their L2 development while also offering information relevant to subsequent teaching and learning.
This book is intended to be used as a textbook by advanced undergraduate students or graduate stu... more This book is intended to be used as a textbook by advanced undergraduate students or graduate students in classes of English grammar and general linguistics. Taking cognitive linguistics as their theoretical framework, the authors succinctly present the philosophical orientations of cognitive-linguistic theory and key constructs in cognitive grammar, and synthesize the most prominent findings in applying cognitive grammar to the analysis of English grammar. The notion underlying this book is that grammar is grounded in people's general cognitive capacities, and its meaning is rooted in people's experience with the world. It provides readers with insights into grammar as part of human cognition and suggests avenues for further study and research. The book is organized into twelve chapters, divided into four parts.
Ever since Dell Hymes developed the notion of communicative competence in his seminal paper "On C... more Ever since Dell Hymes developed the notion of communicative competence in his seminal paper "On Communicative Competence" in 1972, the concept has been picked up by the field of Second Language Acquisition and deemed as the stated goal of English language teaching (ELT) in ESL/EFL contexts around the globe. With English assuming its position as the Lingua Franca of the world and with the number of non-native English speakers (NNESs) exceeding that of the native English speakers (NESs), communicative competence has taken on new standards and perspectives in ELT. The edited volume "English Language Teaching in China: New approaches, Perspectives and Standards" by Professor Jun Liu is an effort to synthesize new understandings about the notion and report its contextualization in China. With well-renowned scholars in the field of SLA and ESL/EFL teaching as contributors, the book consists of 17 chapters and addresses three aspects of the theme: the modernized theoretical standards of communicative competence, the learning and assessment of the concept, and its contextualization in China.
The Chinese resultative verb compounds (RVCs) are an important yet challenging compound structure... more The Chinese resultative verb compounds (RVCs) are an important yet challenging compound structure for second language (L2) Chinese learners. However, there is little understanding about how the lexical features of RVCs emerge and develop in L2 Chinese learners. Drawing on written essays in an L2 Chinese learner corpus, this study investigated the lexical development of RVCs in frequency, component versatility, and accuracy. The findings revealed that learners acquired RVCs in three phases: the whole-word formula phase, the emergence of compound awareness phase, and the solidified compound awareness and lexical development phase. The study found that different types of RVCs demonstrated divergent patterns of development and posed different acquisition difficulties for learners, thus calling for different pedagogical approaches.
This study examined the relationship between L2 Chinese learners’ overall language proficiency an... more This study examined the relationship between L2 Chinese learners’ overall language proficiency and their use of Chinese numeral classifiers in an oral testing situation. The data were spoken narratives of 14 test takers in a computer-assisted oral proficiency test representing three proficiency levels. A frequency analysis showed qualitative differences among the learners in their use of numeral classifiers and choices of numeral classifier phrases. An error analysis revealed that the grammatical functions of numeral classifiers were mastered fairly easily, but choosing the appropriate numeral classifier that fits the context lexically and semantically seemed to be a much more challenging task in the acquisition of numeral classifiers.
Online learning has become a viable popular alternative to traditional ESL writing classes over t... more Online learning has become a viable popular alternative to traditional ESL writing classes over the past decade. However, the effectiveness and validity of online ESL learning remains controversial. Furthermore, most researchers have used surveys to assess student perceptions of online learning. This study presents a case study of two participants in an online ESL writing course at a university in the Northeastern United States. Using activity theory as a framework, I explore what makes a successful learner in an online environment and how learner agency, motive, and self-regulation impact student performance and academic achievement in the online learning context. Data from different sources were collected to provide a triangulated analysis. Results suggest that learners who employ good self-regulation strategies and are motivated to learn and adapt tend to benefit more from the online learning experience, while students who do not employ such strategies and are motivated solely to fulfill a degree requirement are more likely to be frustrated. The results also reveal that the physical distance created by technology could be a challenge for those who do not seek assistance from instructors or peers. In other words, learners need guidance and support on how to be self-motivated and self-directed in the online environment. I also discuss how to effectively design and deliver an online ESL course.
This study examined variability in Chinese as a Foreign Language (CFL) learners' development of t... more This study examined variability in Chinese as a Foreign Language (CFL) learners' development of the Chinese numeral classifier system from a dynamic systems approach. Our data consisted of a longitudinal corpus of 657 essays written by CFL learners at lower and higher intermediate levels and a corpus of 100 essays written by native speakers (NSs) of Chinese. A combination of quantitative and qualitative methods was employed to analyze the fluency, diversity, and accuracy of learners' and NSs' classifier use. Usage by 4 focal learners from the higher immediate level was then closely examined to discover inter- and intraindividual variability in learners' development of these dimensions and to reveal the patterns of interaction among these dimensions. Learners exhibited varied, nonlinear developmental paths for all three dimensions, with different degrees of fluctuation and regression for each path. The three dimensions did not always develop in parallel, but interacted with each other in divergent ways. Pedagogically, we advocate for a collocational approach to presenting and teaching classifiers and recommend that tailored assistance be provided to individual learners.
This book offers historical, philosophical, and sociocultural perspectives on Chinese language ed... more This book offers historical, philosophical, and sociocultural perspectives on Chinese language education for speakers of other languages with a special focus on Chinese language education in the United States. It provides a comprehensive, cross-disciplinary look at changes in CFL/CSL education over time in China and the U.S. and the philosophical, political and sociocultural influences that led to these changes. The essays address a wide array of topics related to Chinese language education, including: A historical overview of the field Theories that apply to CFL/CSL learning Policies and initiatives for CFL/CSL by the Chinese and U.S. governments Medium of instruction Curriculum and instruction for CFL/CSL learners at K-12 and college levels Technology for CFL/CSL education Chinese language learning for heritage learners CFL in study abroad contexts CFL teacher education and training
This work is essential reading for scholars and students interested in gaining a greater understanding of Chinese language education in the two countries and around the world.
Dynamic assessment (DA) derives from the sociocultural theory of mind as elaborated by Russian ps... more Dynamic assessment (DA) derives from the sociocultural theory of mind as elaborated by Russian psychologist L. S. Vygotsky. By offering mediation when individuals experience difficulties and carefully tracing their responsiveness, Vygotsky (1998) proposed that diagnoses may uncover abilities that have fully formed as well as those still in the process of developing. This insight has led to numerous assessments, collectively referred to as DA, that have been pursued primarily in the domains of special education and general cognitive abilities measurement (Feuerstein, Feuerstein, & Falik, 2010; Haywood & Lidz, 2007). To date, L2 DA work has been primarily conducted in classroom settings (Ableeva, 2010; Lantolf & Poehner, 2011; Poehner, 2007, 2008). This paper discusses a recent project concerning the design of online multiple-choice tests of L2 reading and listening comprehension that leverage the principle that mediation is indispensable for diagnosing development. Specifically, each test item is accompanied by a set of prompts graduated from implicit to explicit. In this way, resultant diagnoses include not only whether learners answered correctly (their actual score) but also the amount of support they required (mediated score) during the test. We argue that the set of scores automatically generated by the tests, together with a breakdown of learner performance on items targeting particular component features of comprehension, provide a fine-grained diagnosis of their L2 development while also offering information relevant to subsequent teaching and learning.
This book is intended to be used as a textbook by advanced undergraduate students or graduate stu... more This book is intended to be used as a textbook by advanced undergraduate students or graduate students in classes of English grammar and general linguistics. Taking cognitive linguistics as their theoretical framework, the authors succinctly present the philosophical orientations of cognitive-linguistic theory and key constructs in cognitive grammar, and synthesize the most prominent findings in applying cognitive grammar to the analysis of English grammar. The notion underlying this book is that grammar is grounded in people's general cognitive capacities, and its meaning is rooted in people's experience with the world. It provides readers with insights into grammar as part of human cognition and suggests avenues for further study and research. The book is organized into twelve chapters, divided into four parts.
Ever since Dell Hymes developed the notion of communicative competence in his seminal paper "On C... more Ever since Dell Hymes developed the notion of communicative competence in his seminal paper "On Communicative Competence" in 1972, the concept has been picked up by the field of Second Language Acquisition and deemed as the stated goal of English language teaching (ELT) in ESL/EFL contexts around the globe. With English assuming its position as the Lingua Franca of the world and with the number of non-native English speakers (NNESs) exceeding that of the native English speakers (NESs), communicative competence has taken on new standards and perspectives in ELT. The edited volume "English Language Teaching in China: New approaches, Perspectives and Standards" by Professor Jun Liu is an effort to synthesize new understandings about the notion and report its contextualization in China. With well-renowned scholars in the field of SLA and ESL/EFL teaching as contributors, the book consists of 17 chapters and addresses three aspects of the theme: the modernized theoretical standards of communicative competence, the learning and assessment of the concept, and its contextualization in China.
The Chinese resultative verb compounds (RVCs) are an important yet challenging compound structure... more The Chinese resultative verb compounds (RVCs) are an important yet challenging compound structure for second language (L2) Chinese learners. However, there is little understanding about how the lexical features of RVCs emerge and develop in L2 Chinese learners. Drawing on written essays in an L2 Chinese learner corpus, this study investigated the lexical development of RVCs in frequency, component versatility, and accuracy. The findings revealed that learners acquired RVCs in three phases: the whole-word formula phase, the emergence of compound awareness phase, and the solidified compound awareness and lexical development phase. The study found that different types of RVCs demonstrated divergent patterns of development and posed different acquisition difficulties for learners, thus calling for different pedagogical approaches.
This study examined the relationship between L2 Chinese learners’ overall language proficiency an... more This study examined the relationship between L2 Chinese learners’ overall language proficiency and their use of Chinese numeral classifiers in an oral testing situation. The data were spoken narratives of 14 test takers in a computer-assisted oral proficiency test representing three proficiency levels. A frequency analysis showed qualitative differences among the learners in their use of numeral classifiers and choices of numeral classifier phrases. An error analysis revealed that the grammatical functions of numeral classifiers were mastered fairly easily, but choosing the appropriate numeral classifier that fits the context lexically and semantically seemed to be a much more challenging task in the acquisition of numeral classifiers.
Online learning has become a viable popular alternative to traditional ESL writing classes over t... more Online learning has become a viable popular alternative to traditional ESL writing classes over the past decade. However, the effectiveness and validity of online ESL learning remains controversial. Furthermore, most researchers have used surveys to assess student perceptions of online learning. This study presents a case study of two participants in an online ESL writing course at a university in the Northeastern United States. Using activity theory as a framework, I explore what makes a successful learner in an online environment and how learner agency, motive, and self-regulation impact student performance and academic achievement in the online learning context. Data from different sources were collected to provide a triangulated analysis. Results suggest that learners who employ good self-regulation strategies and are motivated to learn and adapt tend to benefit more from the online learning experience, while students who do not employ such strategies and are motivated solely to fulfill a degree requirement are more likely to be frustrated. The results also reveal that the physical distance created by technology could be a challenge for those who do not seek assistance from instructors or peers. In other words, learners need guidance and support on how to be self-motivated and self-directed in the online environment. I also discuss how to effectively design and deliver an online ESL course.
This study examined variability in Chinese as a Foreign Language (CFL) learners' development of t... more This study examined variability in Chinese as a Foreign Language (CFL) learners' development of the Chinese numeral classifier system from a dynamic systems approach. Our data consisted of a longitudinal corpus of 657 essays written by CFL learners at lower and higher intermediate levels and a corpus of 100 essays written by native speakers (NSs) of Chinese. A combination of quantitative and qualitative methods was employed to analyze the fluency, diversity, and accuracy of learners' and NSs' classifier use. Usage by 4 focal learners from the higher immediate level was then closely examined to discover inter- and intraindividual variability in learners' development of these dimensions and to reveal the patterns of interaction among these dimensions. Learners exhibited varied, nonlinear developmental paths for all three dimensions, with different degrees of fluctuation and regression for each path. The three dimensions did not always develop in parallel, but interacted with each other in divergent ways. Pedagogically, we advocate for a collocational approach to presenting and teaching classifiers and recommend that tailored assistance be provided to individual learners.
This book offers historical, philosophical, and sociocultural perspectives on Chinese language ed... more This book offers historical, philosophical, and sociocultural perspectives on Chinese language education for speakers of other languages with a special focus on Chinese language education in the United States. It provides a comprehensive, cross-disciplinary look at changes in CFL/CSL education over time in China and the U.S. and the philosophical, political and sociocultural influences that led to these changes. The essays address a wide array of topics related to Chinese language education, including: A historical overview of the field Theories that apply to CFL/CSL learning Policies and initiatives for CFL/CSL by the Chinese and U.S. governments Medium of instruction Curriculum and instruction for CFL/CSL learners at K-12 and college levels Technology for CFL/CSL education Chinese language learning for heritage learners CFL in study abroad contexts CFL teacher education and training
This work is essential reading for scholars and students interested in gaining a greater understanding of Chinese language education in the two countries and around the world.
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Papers by Jie Zhang
Books by Jie Zhang
A historical overview of the field
Theories that apply to CFL/CSL learning
Policies and initiatives for CFL/CSL by the Chinese and U.S. governments
Medium of instruction
Curriculum and instruction for CFL/CSL learners at K-12 and college levels
Technology for CFL/CSL education
Chinese language learning for heritage learners
CFL in study abroad contexts
CFL teacher education and training
This work is essential reading for scholars and students interested in gaining a greater understanding of Chinese language education in the two countries and around the world.
A historical overview of the field
Theories that apply to CFL/CSL learning
Policies and initiatives for CFL/CSL by the Chinese and U.S. governments
Medium of instruction
Curriculum and instruction for CFL/CSL learners at K-12 and college levels
Technology for CFL/CSL education
Chinese language learning for heritage learners
CFL in study abroad contexts
CFL teacher education and training
This work is essential reading for scholars and students interested in gaining a greater understanding of Chinese language education in the two countries and around the world.