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| Publications of Yan Liu :recent first alphabetical by type listing:%% @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} } @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{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{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{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{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{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} } @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} } | |
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