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Chinese as a second language multilinguals' speech competence and speech performancecognitive, affective, and sociocultural perspectives /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Chinese as a second language multilinguals' speech competence and speech performanceby Peijian Paul Sun.
Reminder of title:	cognitive, affective, and sociocultural perspectives /
Author:	Sun, Peijian Paul.
Published:	Singapore :Springer Singapore :2020.
Description:	xvi, 279 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	Chinese languageStudy and teaching
Online resource:	https://doi.org/10.1007/978-981-15-6941-8
ISBN:	9789811569418$q(electronic bk.)

Chinese as a second language multilinguals' speech competence and speech performancecognitive, affective, and sociocultural perspectives /
Sun, Peijian Paul.

Chinese as a second language multilinguals' speech competence and speech performancecognitive, affective, and sociocultural perspectives /[electronic resource] :by Peijian Paul Sun. - Singapore :Springer Singapore :2020. - xvi, 279 p. :ill., digital ;24 cm.

Chapter 1: Introduction -- Chapter 2: Theoretical and conceptual frameworks -- Chapter 3: Speech competence and speech performance: A literature review -- Chapter 4: L2 learning and speaking: A literature review -- Chapter 5: Research design and methodology -- Chapter 6: Quantitative results and discussion -- Chapter 7: Qualitative results and discussion -- Chapter 8: Conclusion, implications, limitations, and recommendations.

This book offers a comprehensive and systematic review of multilingual L2 learners' spoken Chinese, focusing on the dual dimensions of speech competence and speech performance. Specifically, by adopting a mixed-methods approach, it explores the cognitive, affective, and socio-cultural differences between intermediate and advanced multilingual learners' L2 Chinese speech competence and speech performance. Drawing on a theoretical framework underpinned by the affective filter hypothesis, L2 willingness to communicate model, L2 motivational self-system, and L2 speech production models, this book not only contributes to our theoretical understanding of the roles of various factors in L2 Chinese speech competence and speech performance, but also offers practical insights into the implications for both teachers and learners in terms of how to minimize the gap between these two dimensions among L2 Chinese learners. It concludes with a discussion on the limitations of L2 Chinese speech and on future directions for the field.

ISBN: 9789811569418$q(electronic bk.)

Standard No.: 10.1007/978-981-15-6941-8doiSubjects--Topical Terms:

482665
Chinese language
--Study and teaching

LC Class. No.: PL1074.8

Dewey Class. No.: 495.15

Chinese as a second language multilinguals' speech competence and speech performancecognitive, affective, and sociocultural perspectives /
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505 0 $a Chapter 1: Introduction -- Chapter 2: Theoretical and conceptual frameworks -- Chapter 3: Speech competence and speech performance: A literature review -- Chapter 4: L2 learning and speaking: A literature review -- Chapter 5: Research design and methodology -- Chapter 6: Quantitative results and discussion -- Chapter 7: Qualitative results and discussion -- Chapter 8: Conclusion, implications, limitations, and recommendations.
520 $a This book offers a comprehensive and systematic review of multilingual L2 learners' spoken Chinese, focusing on the dual dimensions of speech competence and speech performance. Specifically, by adopting a mixed-methods approach, it explores the cognitive, affective, and socio-cultural differences between intermediate and advanced multilingual learners' L2 Chinese speech competence and speech performance. Drawing on a theoretical framework underpinned by the affective filter hypothesis, L2 willingness to communicate model, L2 motivational self-system, and L2 speech production models, this book not only contributes to our theoretical understanding of the roles of various factors in L2 Chinese speech competence and speech performance, but also offers practical insights into the implications for both teachers and learners in terms of how to minimize the gap between these two dimensions among L2 Chinese learners. It concludes with a discussion on the limitations of L2 Chinese speech and on future directions for the field.
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