qThe authors examine the socio-cultural, cognitive-linguistic, and educational-institutional trajectories along which Chinese as a Heritage Language may be acquired, maintained and developed. It draws upon developmental psychology, functional linguistics, linguistic and cultural anthropology, discourse analysis, orthography analysis, reading research, second language acquisition, and bilingualism. This volume aims to lay a foundation for theories, models, and master scripts to be discussed, debated, and developed, and to stimulate research and enhance teaching both within and beyond Chinese language education.q--BOOK JACKET.Development of reading comprehension sub-skills Reading comprehension sub- skill scores are listed in Table 2. ... Post-hoc analyses revealed, however, that the gist questions may have inadvertently induced a much simpler operation, that is, identifying the passage topic by ... .46(.21) .52(.16) .44(.20) .43(.26) morpheme discrimination .41(.21) .46(.22) .40(.22) .37(.19) radical formation task .88(.
|Title||:||Chinese as a Heritage Language|
|Author||:||Agnes Weiyun He, Yun Xiao|
|Publisher||:||Natl Foreign Lg Resource Ctr - 2008|