• L2 reading research

    Keywords: cross-linguistic transfer, morphological awareness, Chinese and English


    Reviewed by S. Ke & F. Xiao (2015) in Language Awareness:

    1. Cheung, H., Chung, K. K. H., Wong, S. W. L., McBride-Chang, C., Penney, T. B., Ho, C. S. -H. (2010). Speech perception, metalinguistic awareness, reading, and vocabulary in Chinese-English bilingual children. Journal of Educational Psychology, 102(2), 367-380.
    2. Pasquarella, A., Chen, X., Lam, K., & Luo, Y. C. (2011). Cross-language transfer of morphological awareness in Chinese-English bilinguals. Journal of Research in Reading, 34(1), 23-42.
    3. Wang, M., Cheng, C., & Chen, S. -W. (2006). Contribution of morphological awareness to Chinese_English biliteracy acquisition. Journal of Educational Psychology, 98(3), 542-553.
    4. Wang, M., Yang, C., & Cheng, C. (2009). The contributions of phonology, orthography, and morphology in Chinese-English biliteracy acquisition. Applied Psycholinguistics, 20, 291-314.
    5. Yeh, Y. -F. (2010). The cross-linguistic morphological awareness transfer: The development of Chinese-speaking adolescent learners’ English morphological awareness. College Station, TX: Texas A&M University.
    6. Zhang, D., & Koda, K. (2013). Morphological awareness and reading comprehension in a foreign language: A study of young Chinese EFL learners. System, 41, 901-913.
    7. Zhang, D., & Koda, K. (2014). Awareness of derivation and compounding in Chinese-English biliteracy acquisition. International Journal of Bilingual Education and Bilingualism, 17, 55-73.
    8. Zhang, D., Koda, K., & Sun, X. (2014). Morphological awareness in biliteracy acquisition: A study of young Chinese EFL readers. International Journal of Bilingualism, 18(6), 570-585.
  • L2 Chinese pedagogy (ongoing)


    1. Xing, J. (2010). Pronunciation. In Xing, J. (Ed.), Teaching and Learning Chinese Foreign Language: A pedagogical Grammar (pp.87-100). Hong Kong University Press.

    2. Godfroid, A., Lin, C. H., & Ryu, C. (2017). Hearing and seeing tone through color: An efficacy study of web‐based, multimodal Chinese tone perception training. Language Learning, 67(4), 819-857.


    Task-based teaching & learning

    3. Lu, S. (2011). Using Tasks Effectively to Teach Chinese as a Foreign Language to College Students in the USA. Unpublished Master thesis. NJ: Seton Hall University.

    4. Du, X., & Kirkebæk, M. J. (Eds.). (2012). Exploring task-based PBL in Chinese teaching and learning. Cambridge Scholars Publishing.


    K-12 curriculum and instruction

    5. Ke, S. (2018, November). A survey and evaluation of K-12 Chinese textbook usage in the U.S. In Ke, S. (Chair), Liu, G., Wang, H. & Gu, Z., Curriculum Assessment for High School Level Chinese Education in the U.S. Session conducted at the 2018 ACTFL Annual Convention and World Languages Expo, Louisiana. https://drive.google.com/file/d/1tATLddHmiWsl9RwdvvGpbdtGTYk9Pdvz/view?usp=sharing