3.5.6 Lernstrategien

3.5.6 Lernstrategien

  • Bao, Rui (2018): Collaborative dialogue between complete beginners of Chinese as a foreign language: implications it has for Chinese language teaching and learning. In: Language Learning Journal, S. 1–13. DOI: 10.1080/09571736.2017.1422136.
  • Cáceres-Lorenzo, MTeresa (2015): Teenagers learning Chinese as a foreign language in a European Confucius Institute: the relationship between language learner strategies and successful learning factors. In: Language Awareness 24 (3), S. 255–272. DOI: 10.1080/09658416.2015.1075544.
  • Chang, Cecilia (2010): See how they read: An investigation into the cognitive and metacognitive strategies of nonnative readers 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. 93–116.
  • Chen, Y. F. (2006): Foreign Language Learning Strategy Training in Circumlocution. In: Journal of the Chinese Language Teachers Association 41 (3), S. 1–18.
  • Da, Jun; Zheng, Yanqun (2018): Technology and the teaching and learning of Chinese as a foreign language. In: Chuanren Ke (Hg.): The Routledge Handbook of Chinese Second Language Acquisition. Milton: Routledge (Routledge Language Handbooks), S. 432–447.
  • Diao, Lan (2013): Lesenlernen im schulischen Chinesischunterricht. Prozesse und Strategien deutscher Schülerinnen und Schüler. Berlin: Logos.
  • Ding, Anqi 丁安琪 (2013): Laihua liuxuesheng Hanyu xuexi dongji bianhua chengyin fenxi – jiyu zuowen wenben de dingxing fenxi 来华留学生汉语学习动机变化成因分析——基于作文文本的定性分析. Causes of Chinese language learners’ motivation changes: A qualitative study based on composition text analysis. In: Chinese as a Second Language Research 2 (1), S. 115–139.
  • EDKINS, J. (2016): PROGRESSIVE LESSONS IN THE CHINESE SPOKEN LANGUAGE. With lists of common words and phrases, and… an appendix containing the laws of tones. [S.l.]: FORGOTTEN BOOKS.
  • Everson, Michael E.; Ke, Chuanren (1997): „An inquiry into the reading strategies of intermediate and advanced learners of Chinese as a foreign language“. In: Journal of the Chinese Language Teachers Association (1/32), S. 1–20.
  • Fu, I-Ping P. (2005): Student approaches to learning Chinese vocabulary. Virginia Polytechnic Institute and State University, Blackcburg, Virginia.
  • Gebhard, Christian (2014): Eine Übersicht über spielerische kooperative Lernformen im Chinesischunterricht. In: CHUN – Chinesischunterricht 29, S. 86–100.
  • Guo, Zhiyan (2011): Development of Chinese Character Learning Strategies among Beginners: A Sociocultural Perspective. In: CHUN – Chinesischunterricht 26, S. 45–66.
  • He, Lifang (2012): Jianada daxuesheng Hanyu yuyin chenggong xide celue – jianlun yuyan xide guanjianqi jiashuo 加拿大大学生汉语语音成功习得策略—兼论语言习得关键期假说. Learning strategies of successful adult phonetics learners from Canada: A supplementary study of Critical Period Hypothesis. In: Chinese as a Second Language Research 1 (2), S. 285–311.
  • Heisig, James W.; Richardson, Timothy W. (2012): Remembering traditional Hanzi. How not to forget the meaning and writing of Chinese characters. Honolulu: University of Hawai’i Press.
  • 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.
  • Ke, Chuanren (1998): Effects of strategies on the learning of Chinese characters among foreign language students. In: Journal of the Chinese Language Teachers Association 33, S. 93–111.
  • Kuhn, Barbara (1989): Die MEBIWEGAL-Methode. Friedrich Gilberts mnemotechnischer Ansatz zur Vermittlung der chinesischen Schrift. In: CHUN – Chinesischunterricht
  • 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.
  • Kupfer, Peter (1994): Moderne Schriftzeichenforschung und Schriftzeichendidaktik. In: CHUN – Chinesischunterricht 10, S. 117–131.
  • Matthews, Alison; Matthews, Laurence (2010): Learning Chinese characters. A revolutionary new way to learn and remember the 800 most basic Chinese characters. Tokyo [u.a.]: Tuttle.
  • Matthews, Alison; Matthews, Laurence (2016): The second 100 Chinese characters. The quick and easy method to learn the second 100 basic Chinese characters. Traditional character edition. (Tuttle language library).
  • McGinnis, S. (1999): Students’ Goals and Approaches. In: Madeline Chu (Hg.): Mapping the Course of the Chinese Language Field. Kalamazoo, Michigan (Chinese Language Teachers Association monograph series, 3), S. 151–188.
  • McLaren, Anne E.; Bettinson, Mat (2016): Digital Tools for Chinese Character Acquisition and Their Impact on Student Motivation. In: Robyn Moloney und Hui Ling Xu (Hg.): Exploring Innovative Pedagogy in the Teaching and Learning of Chinese as a Foreign Language: Springer Singapore (Multilingual Education), S. 235–251.
  • Michael Grenfell; Vee Harris (2015): Memorisation strategies and the adolescent learner of Mandarin Chinese as a foreign language. In: Linguistics and Education 31, S. 1–13. DOI: 10.1016/j.linged.2015.04.002.
  • Ming-Puu Chen; Li-Chun Wang; Hsiu-Ju Chen; Yu-Chu Chen (2014): Effects of type of multimedia strategy on learning of Chinese characters for non-native novices. In: Computers & Education 70, S. 41–52. DOI: 10.1016/j.compedu.2013.07.042.
  • Qian Yulian ; Zhao Qingju (2009): Liuxuesheng hanyu shuchu xuexi celue yanjiu 留学生汉语输出学习策略研究. Beijing: Shijie tushu chubanshe.
  • Rahouti, Noumane; Baines, Lawrence (2017): Optimal language learning. The strategies and epiphanies of gifted language learners.
  • Salman, Boris (1996): Chinesischlernen in eigener Regie – Erfahrungsbericht. In: CHUN – Chinesischunterricht
  • Shen, H. H. (2005): An investigation of Chinese-character learning strategies among non-native speakers of chinese. In: System 33 (1), S. 49–68.
  • Shen, Helen H. (2005): An investigation of Chinese-character learning strategies among non-native speakers of chinese. In: System 33 (1), S. 49–68. DOI: 10.1016/j.system.2004.11.001.
  • Sung, Ko-Yin (2011): Factors influencing Chinese language learners‘ strategy use. In: International Journal of Multilingualism 8 (2), S. 117–134. DOI: 10.1080/14790718.2010.532555.
  • Tasker, Isabel (2010): Intermediate Distance Learners of Chinese Look Back: A survey Study. 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. 153–178.
  • Tsung, Linda T. H.; Hooper, Penny Wang (2016): Maximising Language Socialization and Learning Strategies Through Study Abroad in China. In: Robyn Moloney und Hui Ling Xu (Hg.): Exploring Innovative Pedagogy in the Teaching and Learning of Chinese as a Foreign Language: Springer Singapore (Multilingual Education), S. 77–95.
  • Wang, Danping (2016): Fostering Effective CFL Education Through Autonomous Learning: Learners’ Perspectives. In: Robyn Moloney und Hui Ling Xu (Hg.): Exploring Innovative Pedagogy in the Teaching and Learning of Chinese as a Foreign Language: Springer Singapore (Multilingual Education), S. 61–76.
  • Wang, J.; Spencer, K.; Xing, M. (2009): Metacognitive beliefs and strategies in learning Chinese as a foreign language. In: System 37 (1), S. 46–56.
  • Wen, Xiaohong (1997): Motivation and Language Learning with Students of Chinese. In: Foreign Language Annals 30 (2), S. 235–251. DOI: 10.1111/j.1944-9720.1997.tb02345.x.
  • 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.
  • Yang, Juan; Medwell, Jane (2017): Learners’ and Teachers’ Beliefs About Learning Tones and Pinyin. In: Istvan Kecskes (Hg.): Explorations into Chinese as a Second Language. Cham: Springer International Publishing (Educational Linguistics, v.31), S. 141–163.