University of Iowa

ISCAL 2018


The Sixth International Symposium on Chinese Applied Linguistics will be held April 27 and 28, 2018 at the University  of Iowa-University Capitol Center.  This conference is sponsored by: the University of Iowa International Programs, the University of Iowa Center for Asian and Pacific Studies, the University of Iowa Division of World Languages, Literatures and Cultures, the Office of the Vice President for Research, the Confucius Institute at the University of Iowa and Hanban.

This Symposium serves as a platform for researchers on Chinese applied linguistics around the world to generate ideas, cross disciplinary boundaries, and disseminate research about issues and concerns in the learning and teaching of Chinese as a non-primary language (including heritage language learning) across different acquisition stages in different settings.

Call for Proposals 
PDF iconISCAL VI Call for Proposals-english.pdf
PDF iconISCAL VI Call for Proposals-chinese.pdf

PDF iconISCAL VI Schedule
ISCAL 2018 Registration Form- Deadline to register is Friday, April 20, 2018

Keynote Speaker:

Professor ZhaoHong Han
The applied Linguistics and TESOL Program
Director, Center for International Foreign Language Teacher Education (CIFLTE)
Teacher's College, Columbia University-New York
PDF iconTBL in TBT: A longitudinal study on training the next generation of L2 Chinese
PDF iconZhaoHong Han Bio

Abstracts being presented:

PDF iconApplication of Cloze Test in CSL Proficiency: An Empirical Study of Constructing Simple Chinese Proficiency Indicators
Jianyong Cai-Beijing Language and Culture University

PDF iconInvestigating the relationships among knowledge, skills and strategies in Chinese listening 
Wei Cai-University of Calgary

PDF iconJoint Contributions of reading subskills at different levels to lexical inference in L2 Chinese
Tianxu Chen-Carnegie Mellon University

PDF iconA Comparative Analysis of Editing Actions, Intentions and Effects of Students' Writing Works in Process Writing Mode
Cheng Gong-Nanyang Technological University

PDF iconA Case Study of L2 Chinese Development under Systemic-theoretical Instruction
Lu Cui-Beijing National Day School

PDF iconInfluence of awareness–raising instructional method on the acquisition of formulaic sequences by learners of Chinese as a second language
Yanxia Fang-Beijing Foreign Studies University

PDF iconSemi-opaque and opaque characters Learning in L2 Chinese: how do radical knowledge and character knowledge work together?
Yali Feng and Tianxu Chen-University of Arizona

PDF iconRepresentational units of Chinese native and non-native speakers’ lexical processing
Fei Gao-Beijing Language and Culture University

PDF iconAn Exploration into the Process of Reading Chinese among CFL Beginners
Zhiyan Guo-University of Warwick

PDF iconAcquisition of transitivity by English-speaking learners of Chinese
Xin He-University of Arizona

PDF iconPragmatic Information Disposing Pattern Research on Chinese Learners' Dictionary: Based on the Need and Feedback of  Advanced Chinese Learners.
Peipei Jin-Tianjin University of Traditional Chinese Medicine

PDF iconThe effect of task complexity and proficiency level on CSL learners' written performance
Chunlin Li-Guangdong University of Foreign Studies

PDF iconInvestigating Development of Syntactic Complexity in L2 Chinese Writing
Xiaofei Pan-University of Iowa

PDF iconA Study of the Eye Movement Index System for Predicting the Reading ability of Chinese Learners
Weiqing Shi-Beijing Language and Culture University

PDF iconFormation and Transformation of Pre-service Chinese Language Teachers' Professional Identity: From a Dynamic Systems Perspective
Di Wang-University of Auckland

PDF iconThe L2 Motivational Self System, Foreign Language Anxiety and Intended Effort: the Learning of Chinese as a Heritage/Non-heritage Language
Zhengyan Wu-Soochow University

PDF iconOral Reading Accuracy and Fluency among Lower-Level Chinese as Second Language Learners
Shuyi Yang-University of Iowa

PDF iconLanguage distance, differences between language learners’ mother tongues, and Chinese acquisition: An Empirical based on Linear Multiple Regression
Weiguo Zhang-Shandong University

PDF icon An interlanguage corpus study of the acquisition of L2 Chinese modal adverbs
Zhiyuan Zhang-Beijing Foreign Studies University

PDF iconAn eye-movement study on the time course of syntactic and semantic processing in Chinese learners' sentence comprehension
Xueying Zheng-Beijing Language and Culture University

PDF iconProposing a framework for teaching word order in first-year and second-year Chinese 
Yihan Zhou-University of Illinois at Urbana-Champaign