3.4.6 Kompetenzen: Vokabular

3.4.6 Kompetenzen: Vokabular

3.4.6.1 Vokabular Chinesisch

  • Cai, Wei (2015): Investigating the roles of vocabulary knowledge and word recognition speed in Chinese language listening. In: Chinese as a Second Language Research 4 (1), S. 47–65. DOI: 10.1515/caslar-2015-0003.
  • Derega, Yaroslav; Derega, Roksolan (2014): Zeichen des Himmels. Chinesisch für neugierige Kinder und kluge Erwachsene. Stuttgart: Schmetterling Verlag.
  • Dew, James E. (1999): 6000 Chinese words. A vocabulary frequency handbook for teachers and students. Taipei: SMC Publ.
  • Ding, Yi (2015): Chinesische Kreuzworträtsel. Grund- und Mittelstufe. Band 2 (Schriftzeichen – Pinyin – Deutsch): Sun and Sunday Books.
  • Fu, I-Ping P. (2005): Student approaches to learning Chinese vocabulary. Dissertation. Virginia Polytechnic Institute and State University, Blackcburg, Virginia.
  • GEAR, CHEN (2016): CLASSIFIED ENGLISH-CHINESE VOCABULARY (CLASSIC REPRINT). [S.l.]: FORGOTTEN BOOKS.
  • Guo, Jiaqi F. (2017): Learning Chinese idioms. A luxury or necessity for the CFL curriculum? In: Yang Lu (Hg.): Teaching and Learning Chinese in Higher Education. Theoretical and Practical Issues: Routledge, S. 83–108.
  • Herzberg, Larry (2016): Speak and Read Chinese. Fun Mnemonic Devices for Remembering Chinese Words and Their Tones: Stone Bridge Press. Online verfügbar unter http://ebookcentral.proquest.com/lib/gbv/detail.action?docID=4771623.
  • Hsueh, ShaoLan (2014): Chineasy: Chinesisch ganz easy. Hamburg: Edel Germany Verlag.
  • Huang, Li-Shih (2002): Learners of Advanced Oral Proficiency and Their Instructors’ Approaches to Lexical Learning and Instruction. In: Journal of the Chinese Language Teachers Association 37 (3), S. 113–142.
  • Krames, Marion (2015): Wortschatz, Worterkennung und Leseverstehen in Chinesisch als Fremdsprache (ChaF). In: CHUN – Chinesischunterricht 30, S. 5–29.
  • Kuo, Y.-C (2000): Strategies for learning classifiers. In: Bonnie Swierzbin (Hg.): Social and cognitive factors in second language acquisition. Selected proceedings of the 1999 Second Language Research Forum. Somerville (Mass.): Cascadilla Press, S. 424–442.
  • Lai, H. (1999): Rejected expectations: the scalar particles cai and jiu. In: Mandarin Chinese Linguistics 37 (4), S. 625–662.
  • Lin, Y. (2000): Vocabulary acquisition and learning Chinese as a foreign language. In: Journal of the Chinese Language Teachers Association 35 (1), S. 85–108.
  • Liu, Aiqun (2010): Free Recall from Japanese Learners of Chinese. In: Michael E. Everson und Helen H. Shen (Hg.): Research among learners of Chinese as a Foreign Language. Honolulu: University of Hawaii Press (Chinese Language Teachers Association monograph series, 5), S. 117–132.
  • Liu, Jennifer (1992): Bridging language and culture — A cognitive approach to the study of Chinese compounds. In: Journal of the Chinese Language Teachers Association 27 (3), S. 1–20.
  • Liu Songjiang (1999): fahui lianxiang zai yuyan jiaoxue zhong de zuoyong 发挥联想在语言教学中的作用. In: Beijing yuyan wenhua daxue hanyu sucheng xueyuan 北京语言文化大学汉语速成学院 (Hg.): hanyu sucheng jiaoxue yanjiu di er ji 《汉语速成教学研究》第二辑. Beijing: Huayu jiaoxue chubanshe 华语教学出版社
  • Lü, Chan (2010): The effects of word-knowledge depth, part of speech, and proficiency level on word association among learners of Chinese as a second language. In: Michael E. Everson und Helen H. Shen (Hg.): Research among learners of Chinese as a Foreign Language. Honolulu: University of Hawaii Press (Chinese Language Teachers Association monograph series, 5), S. 67–92.
  • Lü, Chan; Koda, Keiko; Zhang, Dongbo; Zhang, Yanhui (2015): Effects of semantic radical properties on character meaning extraction and inference among learners of Chinese as a foreign language. In: Writing Systems Research 7 (2), S. 169–185. DOI: 10.1080/17586801.2014.955076.
  • Mason, Amanda; Zhang, Wenxin. (2017): An exploration of the use of mobile applications to support the learning of Chinese characters employed by students of Chinese as a foreign language. In: Kan Qian und Stephen Bax (Hg.): Beyond the language classroom: researching MOOCs and other innovations: Research-publishing.net, 99-112).
  • Merkelbach, Chris; Katsaounis, Nikolaos (2007): „Und lernt zu Hause schön die neuen Wörter!“ Wege zu einer kommunikativen Wortschatzvermittlung. In: CHUN – Chinesischunterricht 22, S. 135–156.
  • Na, Tsung-yi (1986): Problems in recognition of new words in the teaching of the lexicon. In: Journal of the Chinese Language Teachers Association 21 (2), S. 79–84.
  • Qing Ma (2013): Matching vocabulary learning process with learning outcome in L2 academic writing: An exploratory case study. In: Linguistics and Education 24 (2), S. 237–246. DOI: 10.1016/j.linged.2012.11.002.
  • Romagnoli, Chiara (2017): Chinese Vocabulary Acquisition and Teaching Basic Concepts and Research Results. In: Istvan Kecskes und Chaofen Sun (Hg.): Key Issues In Chinese as a Second Language Research. New York, NY : Routledge, [2017]: Routledge, S. 125–142.
  • Shen, H. H. (2018): Chinese as a second language reading: lexical access and text comprehension. In: Chuanren Ke (Hg.): The Routledge Handbook of Chinese Second Language Acquisition. Milton: Routledge (Routledge Language Handbooks), S. 134–150.
  • Shen, H. H.; Ke, C. (2007): Radical awareness and word acquisition among non-native learners of Chinese. In: Modern Language Journal 91 (1), S. 97–111.
  • Shen, Helen H. (2009): Size and strength: Written vocabulary acquisition among advanced learners. In: 世界汉语敎学 [Chinese Teaching in the World] 23 (1), 74-85.
  • Shen, Helen H.; Xu, Wenjing (2015): Active Learning: Qualitative Inquiries Into Vocabulary Instruction in Chinese L2 Classrooms. In: Foreign Language Annals 48 (1), S. 82–99. DOI: 10.1111/flan.12137.
  • Stermann, Klaus (1988): Wortschatzprobleme Chinesisch lernender Anfänger. In: CHUN – Chinesischunterricht 5, S. 14–18.
  • Tang, Tingchi; 湯廷池 (Hg.) (1988): Hanyu Cifa Jufa Lunji (漢語詞法句法論集. Taibei: Student Book Co.
  • Teng, Wen-Hua (2016): Essential Chinese vocabulary. Rules and scenarios. Milton Park, Abingdon, Oxon, New York, NY: Routledge. Online verfügbar unter http://lib.myilibrary.com/detail.asp?ID=914782.
  • Tham, Shiao Wei (2019): Methods of Lexical Semantic Inquiry in Teaching Advanced-Level Vocabulary. In: Chris Shei, Monica McLellan Zikpi und Der-Lin Chao (Hg.): The Routledge Handbook of Chinese Language Teaching: Routledge.
  • Wan, Yexin (2014): Zhongguozi – Renzhi (Han-De Ban). 中国字，认知（汉德版）. Lehrwerk für Chinesisch als Fremdsprache. Beijing: The Commercial Press.
  • Winke, P.M; Abbuhl, R. (2007): Taking a closer look at vocabulary learning strategies: A case study of a Chinese foreign language class. In: Foreign Language Annals 40 (4), S. 697–712.
  • Wu, Chou; Guder, Andreas (2014): Eine Untersuchung zu lexikalischen Fehlern deutscher Muttersprachler auf der Basis des HSK-Sprachdatenkorpus. In: CHUN – Chinesischunterricht 29, S. 45–66.
  • Yu, Liang-Chih; Chien, Wei-Nan; Hsu, Kai-Hsiang (2019): Context Analysis for Computer-Assisted Near-Synonym Learning. In: Xiaofei Lu und Berlin Chen (Hg.): Computational and Corpus Approaches to Chinese Language Learning. Singapore: Springer Singapore (Chinese Language Learning Sciences), S. 121–143.
  • Zeng, Liying (2010): Han yu zuo wei di er yu yan de ci hui jiao xue. Chinese lexical teaching as a second language. Bei jing: Zhong yang min zu da xue chu ban she (国际汉语教学研究生系列教材).
  • Zhang, Dongbo; Lin, Chin-Hsi; Zhang, Yining; Choi, Yunjeong (2019): Pinyin or no pinyin: does access to word pronunciation matter in the assessment of Chinese learners’ vocabulary knowledge? In: Language Learning Journal 47 (3), S. 344–353. DOI: 10.1080/09571736.2017.1289237.
  • Zhang, Dongbo; Yang, Xuexue; Lin, Chin-Hsi; Gu, Zheng (2017): Developing a Word Associates Test to Assess L2 Chinese Learners’ Vocabulary Depth. In: Dongbo Zhang und Chin-Hsi Lin (Hg.): Chinese as a Second Language Assessment: Springer (Chinese Language Learning Sciences), S. 115–140.
  • Zhang, Haomin Stanley (2016): Does Morphology Play an Important Role in L2 Chinese Vocabulary Acquisition? In: Foreign Language Annals 49 (2), S. 384–402. DOI: 10.1111/flan.12193.
  • Zhang, Haoming (2019): Understanding Learners’ Vocabulary Profiles in L2 Chinese Classrooms. In: Fangyuan Yuan und Shuai Li (Hg.): Classroom Research on Chinese as a Second Language, 171-189: Routledge.
  • Zhang, Yanhui; Li, Ruyu (2016): The role of morphological awareness in the incidental learning of Chinese characters among CSL learners. In: Language Awareness 25 (3), S. 179–196. DOI: 10.1080/09658416.2016.1162167.
  • Zhang, Zheng-sheng (2019): Visualizing Stylistic Differences in Chinese Synonyms. In: Xiaofei Lu und Berlin Chen (Hg.): Computational and Corpus Approaches to Chinese Language Learning. Singapore: Springer Singapore (Chinese Language Learning Sciences), S. 145–172.
  • Zheng, Yurong (1985): 对外国学生进行汉语词汇教学探讨. Dui waiguo xuesheng jinxing Hanyu cihui jiaoxue tantao [Untersuchungen zur Vermittlung des chinesischen Wortschatzes an ausländische Studierende]. In: CHUN – Chinesischunterricht .