The Second International Symposium on Chinese Applied Linguistics (ISCAL)

Location and Sponsors

The Second International Symposium on Chinese Applied Linguistics was held April 9 and 10, 2010 at the University Capitol Centre, room 2520 D at the University of Iowa and sponsored by: the University of Iowa International Programs Department, the University of Iowa Center for Asian and Pacific Studies, the University of Iowa College of Liberal Arts and Sciences Perry A. and Helen Judy Bond Fund for Interdisciplinary Interaction, the University of Iowa Graduate College, and the University of Iowa Foreign Language Acquisition Research and Education (FLARE) Program.

Program

Second International Symposium on Chinese Applied Linguistics Program

Panelists and Abstracts

Panel 1: Language Assessment

Abstract #1: Analysis of Validity and Difficulty of Contents of Business Chinese Test on Statistics of the Sample WordsZhang ShujuanJinan University

Abstract #2: Constructing a Cultural Performance-Based Speaking Rating ModelChen Guangyan University of Notre Dame

Abstract #3: Assessment of Elementary Chinese I at Queensborough Community College, City University of New York Lin Maan City University of New York

Panel 2: Chinese Grammar Acquisition

Abstract #4: Acquisition of the Adverb “Hai” in Chinese by ForeignersDing ChongmingBeijing Normal University

Abstract #5: Acquisition of Descriptive Verbal Complement in Chinese by English SpeakersRen FeiUniversity of Texas, Austin

Panel 3: Learner Characteristics and Pragmatics Acquisition

Abstract #6: American Learners’ Acquisition of Chinese Expressions of Gratitude in the Target Language EnvironmentYang LiUniversity of Iowa

Abstract #7: Identity, Good Language Learning and Chinese Learners in America Yu Jia Ohio University

Abstract #8: Language Contact and Pragmatic Development in L2 Chinese During Study Abroad Li ShuaiCarnegie Mellon University

Panel 4:Phonetics/Listening Acquisition

Abstract #9: The Significance of Vocabulary Knowledge, Word Recognition Speed and Metacognitive Knowledge to Chinese Listening Proficiency Cai Wei University of Calgary, Canada

Abstract #10: In Search of an Effective Romanized Transcription System for Learning Chinese Pronunciation Matthew WinterCalifornia State University

Panel 5: Chinese Pedagogy

Abstract #11: Effects of Consciousness-Raising on Teaching 'Le' to L2 Chinese Learners Yuan Fangyuan US Naval Academy

Abstract #12: De-Phrase, Shi…De Sentences, What Are They and How Should We Teach Them? Xu Yi University of Pittsburgh

Abstract #13: Developing Orthographic Awareness Through Beginning Level Textbooks: What Insights into Characters Do Beginning Textbooks Provide?Fan Hui-Mei MelissaThe University of Iowa

Panel 6:Writing /Character Learning

Abstract #14: The Impact of Interactive Planning on L2 Chinese Composition WritingLiao JianlingCIEE Study Center in Shanghai

Abstract #15: Analysis of Chinese Learners’ Writing Process: Effects of Writing Modes on Chinese Writing Kang HanaMichigan Technological University

Abstract #16: College Students’ Perceptions, Difficulties and Strategies in Learning Characters at an Introductory Chinese Course Wang FeiBorough of Manhattan Community College

Panel 7: Vocabulary Acquisition

Abstract #17: Lexical Quality and Quality of Compositions: The Case of Chinese Heritage Language (CHL) LearnersLü Chan Loyola Marymount University

Abstract #18: An Empirical Chinese Classifier Production Test on L2 Adult Learners of Chinese and Its Pedagogical Implications Liang Neal Szu-Yen Northern Arizona University