Publications of Yan Liu    :chronological  alphabetical  combined listing:

%% Books   
@book{fds370589,
   Author = {Liu, Y and Ji, J and Wu, G and Liang, M-M},
   Title = {传承中文 Modern Chinese for Heritage Beginners Stories
             about Us},
   Pages = {257 pages},
   Publisher = {Taylor & Francis},
   Year = {2023},
   Month = {April},
   ISBN = {9781000860344},
   Abstract = {The book starts with talking about individuals and families
             and then expands to the Chinese and Asian American
             communities in the U.S. and eventually to the entire
             American society, all from the unique perspective of Chinese
             American ...},
   Key = {fds370589}
}


%% Papers Published   
@article{fds370590,
   Author = {Liu, Y},
   Title = {Boundary Crossing: Integrating Visual Arts into Teaching
             Chinese as a Foreign Language},
   Booktitle = {Crossing Boundaries in Researching, Understanding, and
             Improving Language Education: Essays in Honor of G. Richard
             Tucker.},
   Publisher = {Springer},
   Editor = {Zhang, D and Miller, R},
   Year = {2023},
   Month = {March},
   ISBN = {978-3-031-24078-2},
   Abstract = {This chapter reports on the author’s effort to cross
             disciplinary boundaries in teaching Chinese as a foreign
             language (CFL). It presents a mixed-methods study that
             examines student perceptions about, as well as the benefits
             and the challenges of, integrating visual arts and online
             art museum visits into CFL teaching. Quantitative and
             qualitative data were collected from a questionnaire and
             semi-structured interviews. Based on the findings, the
             author discusses the benefits of using art-integration
             approaches in CFL teaching, particularly their potential in
             answering the Modern Language Association’s call for
             curricular transformation in collegiate foreign language
             curriculum (MLA, Foreign languages and higher education: New
             structures for a changed world. Retrieved from
             http://www.mla.org/flreport, 2007). The author also analyzes
             the challenges encountered and proposes future research
             directions and suggestions for future integration of visual
             arts in the CFL curriculum.},
   Key = {fds370590}
}

@article{fds370591,
   Author = {Liu, Y},
   Title = {Cross-language and cross-disciplinary collaborations in a
             Mandarin CLAC course},
   Pages = {159-175},
   Booktitle = {A Transdisciplinary Approach to Chinese and Japanese
             Language Teaching},
   Publisher = {Routledge},
   Year = {2023},
   Month = {February},
   url = {http://dx.doi.org/10.4324/9781003266976-15},
   Doi = {10.4324/9781003266976-15},
   Key = {fds370591}
}

@article{fds366830,
   Author = {Reisinger, D and Valnes Quammen and S and Liu, Y and Virguez,
             E},
   Title = {Sustainability across the Curriculum: A Multilingual and
             Intercultural Approach},
   Booktitle = {Education for Sustainable Development in Foreign Language
             Learning: Content-Based Instruction in College-Level
             Curricula},
   Publisher = {Routledge},
   Editor = {Fuente, MDL},
   Year = {2021},
   Month = {November},
   url = {http://dx.doi.org/10.4324/9781003080183},
   Doi = {10.4324/9781003080183},
   Key = {fds366830}
}

@article{fds370592,
   Author = {Reisinger, D and Quammen, SV and Liu, Y and Virgüez,
             E},
   Title = {Sustainability across the Curriculum: A Multilingual and
             Intercultural Approach},
   Pages = {197-214},
   Booktitle = {Education for Sustainable Development in Foreign Language
             Learning: Content-Based Instruction in College-Level
             Curricula, First Edition},
   Year = {2021},
   Month = {January},
   ISBN = {9780367530327},
   url = {http://dx.doi.org/10.4324/9781003080183-15},
   Abstract = {Developed in the 1980s, Cultures and Languages Across the
             Curriculum (CLAC) programs provide a content-based
             curricular framework for developing and applying language
             and intercultural competence within diverse academic
             disciplines through the use of multilingual resources and
             the inclusion of multiple cultural perspectives. In this
             chapter, we analyze the development of a cluster of
             tutorials housed in a department of environmental studies.
             In these tutorials, learners explored how cultural and
             linguistic perspectives inform and shape sustainability
             policies and practices. Details about the structure of these
             CLAC tutorials are offered to emphasize how primary course
             objectives are achieved through case studies, project-based
             activities, and community interactions. Despite challenges
             related to teacher preparation and materials selection,
             student survey data suggested that the tutorials led to
             gains in student language development, understanding of
             sustainability concepts, and motivation to continue studying
             the language, underscoring the essential role of foreign
             languages in the broader discussion of education for
             sustainability.},
   Doi = {10.4324/9781003080183-15},
   Key = {fds370592}
}

@article{fds355974,
   Author = {Liu, Y},
   Title = {Assessing Chinese in the United States: An overview of major
             tests.},
   Pages = {43-65},
   Booktitle = {Assessing Chinese as a Second Language.},
   Publisher = {Springer},
   Editor = {Zhang, D and Lin, C-H},
   Year = {2017},
   Month = {April},
   ISBN = {978-981-13-5045-0},
   url = {http://dx.doi.org/10.1007/978-981-10-4089-4_3},
   Abstract = {The past few decades have witnessed a rapid expansion of
             Chinese language and culture programs in higher education
             institutions as well as PreK-12 schools in the USA. The fast
             growth of Chinese education has naturally boosted assessment
             demands. To satisfy the demands, many tests and assessment
             tools have been developed in the country. Contextualized in
             the recent history of foreign language education in the USA,
             this chapter provides an overview of Chinese assessments in
             the country. Major tests reviewed include the ACTFL Oral
             Proficiency Interview (OPI) and its computerized version
             (OPIc), the Simulated Oral Proficiency Interview (SOPI), the
             Computerized Oral Proficiency Instrument (COPI), the ACTFL
             Writing Proficiency Test (WPT), the Advanced Placement (AP)
             Chinese Language and Culture Test, the ACTFL Assessment of
             Performance toward Proficiency in Languages (AAPPL), the SAT
             II Chinese Subject Test, and the Chinese Proficiency Test
             (CPT). In addition, this chapter also reviews a small number
             of studies that either aimed to validate these tests or used
             them as instruments for various research
             purposes.},
   Doi = {10.1007/978-981-10-4089-4_3},
   Key = {fds355974}
}

@article{fds227704,
   Author = {Kuo, L-J and Kim, T-J and Yang, X and Li, H and Liu, Y and Wang, H and Hyun
             Park, J and Li, Y},
   Title = {Acquisition of Chinese characters: the effects of character
             properties and individual differences among second language
             learners.},
   Journal = {Frontiers in psychology},
   Volume = {6},
   Pages = {986},
   Year = {2015},
   Month = {January},
   url = {http://dx.doi.org/10.3389/fpsyg.2015.00986},
   Abstract = {In light of the dramatic growth of Chinese learners
             worldwide and a need for cross-linguistic research on
             Chinese literacy development, this study drew upon theories
             of visual complexity effect (Su and Samuels, 2010) and
             dual-coding processing (Sadoski and Paivio, 2013) and
             investigated (a) the effects of character properties (i.e.,
             visual complexity and radical presence) on character
             acquisition and (b) the relationship between individual
             learner differences in radical awareness and character
             acquisition. Participants included adolescent
             English-speaking beginning learners of Chinese in the U.S.
             Following Kuo et al. (2014), a novel character acquisition
             task was used to investigate the process of acquiring the
             meaning of new characters. Results showed that (a)
             characters with radicals and with less visual complexity
             were easier to acquire than characters without radicals and
             with greater visual complexity; and (b) individual
             differences in radical awareness were associated with the
             acquisition of all types of characters, but the association
             was more pronounced with the acquisition of characters with
             radicals. Theoretical and practical implications of the
             findings were discussed.},
   Doi = {10.3389/fpsyg.2015.00986},
   Key = {fds227704}
}

@article{fds227705,
   Author = {Taguchi, N and Li, S and Liu, Y},
   Title = {Comprehension of conversational implicature in L2
             Chinese},
   Journal = {Pragmatics and Cognition},
   Volume = {21},
   Number = {1},
   Pages = {139-157},
   Year = {2013},
   Month = {November},
   ISSN = {1569-9943},
   Key = {fds227705}
}