Chuanren Ke
Biographic Data
| ID | 5434753 |
|---|---|
| NAME | Chuanren Ke |
| GIVEN NAMES | Chuanren |
| FAMILY NAME | Ke |
| SIGNATURE | KE C |
| AFFILIATIONS | University of Iowa |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 21 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1992 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Study abroad experiences in homestay: Where complexity, dynamicity, and individuality stay
Informed by Complex Dynamic Systems Theory, this study examines the nature of homestay as a situated language learning site, with an eye toward the development of American student guests and Chinese host families’ homestay experiences within the larger context of the study abroad (SA) program and local community. Drawing on data collected from host families and student guests, this study discovers benefits, conflicts, and co-adaptations in homest…
Bilingual heritage language learning in China: Applying the Douglas Fir Group's transdisciplinary framework
Through the application of the Douglas Fir Group's transdisciplinary framework, this study investigated how three levels of mutually dependent influence (i.e., the micro level of social action and interaction, meso level of sociocultural institutions and communities, and macro level of ideological structures) operate across time and space to shape a bilingual heritage language learner's study‐abroad (SA) experiences. Data were collected from stan…
Proficiency and pragmatic production in L2 Chinese study abroad
Effects of Language Background On the Learning of Chinese Characters Among Foreign Language Students
This study investigated the effects of language background on the success in the learning of Chinese characters by first‐year college learners of Chinese. An instrument consisting of a character recognition task and a production task was employed. Eighty‐five bilingual speakers of English and Chinese and 60 “non‐heritage” (native English‐speaking) learners from seven institutions participated in this study. There were two major findings: (a) Lang…
An Analysis of Results from the ACTFL Oral Proficiency Interview and the Chinese Proficiency Test Before and After Intensive Instruction in Chinese as a Foreign Language
The study reported here investigated the nature of progress made in learning Chinese as a foreign language by adult learners in an intensive summer program in an American university setting. The Chinese language ability of 222 students was measured by a multiple‐choice examination and an interview test, which were, respectively: the Center for Applied Linguistics' Chinese Proficiency Test (CRT) and the ACTFL Oral Proficiency Interview (OPT). Ther…
Dichotic listening with Chinese and English tasks
Using Authentic Cultural Materials to Teach Reading in Chinese
The usage of authentic texts to develop cultural understanding extends to at least three types of culture—functional, informational and achievement. Even seemingly survival (functional) oriented texts such as transportation time schedules embody a great deal of informational culture. The present project describes how to utilize two timetables (one boat, one train) from the People's Republic of China to enhance students' understanding of elements …
Effects of Language Background On the Learning of Chinese Characters Among Foreign Language Students
This study investigated the effects of language background on the success in the learning of Chinese characters by first‐year college learners of Chinese. An instrument consisting of a character recognition task and a production task was employed. Eighty‐five bilingual speakers of English and Chinese and 60 “non‐heritage” (native English‐speaking) learners from seven institutions participated in this study. There were two major findings: (a) Lang…
An Analysis of Results from the ACTFL Oral Proficiency Interview and the Chinese Proficiency Test Before and After Intensive Instruction in Chinese as a Foreign Language
The study reported here investigated the nature of progress made in learning Chinese as a foreign language by adult learners in an intensive summer program in an American university setting. The Chinese language ability of 222 students was measured by a multiple‐choice examination and an interview test, which were, respectively: the Center for Applied Linguistics' Chinese Proficiency Test (CRT) and the ACTFL Oral Proficiency Interview (OPT). Ther…
Using Authentic Cultural Materials to Teach Reading in Chinese
The usage of authentic texts to develop cultural understanding extends to at least three types of culture—functional, informational and achievement. Even seemingly survival (functional) oriented texts such as transportation time schedules embody a great deal of informational culture. The present project describes how to utilize two timetables (one boat, one train) from the People's Republic of China to enhance students' understanding of elements …
Proficiency and pragmatic production in L2 Chinese study abroad
Dichotic listening with Chinese and English tasks
Using Authentic Cultural Materials to Teach Reading in Chinese
The usage of authentic texts to develop cultural understanding extends to at least three types of culture—functional, informational and achievement. Even seemingly survival (functional) oriented texts such as transportation time schedules embody a great deal of informational culture. The present project describes how to utilize two timetables (one boat, one train) from the People's Republic of China to enhance students' understanding of elements …
An Analysis of Results from the ACTFL Oral Proficiency Interview and the Chinese Proficiency Test Before and After Intensive Instruction in Chinese as a Foreign Language
The study reported here investigated the nature of progress made in learning Chinese as a foreign language by adult learners in an intensive summer program in an American university setting. The Chinese language ability of 222 students was measured by a multiple‐choice examination and an interview test, which were, respectively: the Center for Applied Linguistics' Chinese Proficiency Test (CRT) and the ACTFL Oral Proficiency Interview (OPT). Ther…
Effects of Language Background On the Learning of Chinese Characters Among Foreign Language Students
This study investigated the effects of language background on the success in the learning of Chinese characters by first‐year college learners of Chinese. An instrument consisting of a character recognition task and a production task was employed. Eighty‐five bilingual speakers of English and Chinese and 60 “non‐heritage” (native English‐speaking) learners from seven institutions participated in this study. There were two major findings: (a) Lang…
Proficiency and pragmatic production in L2 Chinese study abroad
Bilingual heritage language learning in China: Applying the Douglas Fir Group's transdisciplinary framework
Through the application of the Douglas Fir Group's transdisciplinary framework, this study investigated how three levels of mutually dependent influence (i.e., the micro level of social action and interaction, meso level of sociocultural institutions and communities, and macro level of ideological structures) operate across time and space to shape a bilingual heritage language learner's study‐abroad (SA) experiences. Data were collected from stan…
Study abroad experiences in homestay: Where complexity, dynamicity, and individuality stay
Informed by Complex Dynamic Systems Theory, this study examines the nature of homestay as a situated language learning site, with an eye toward the development of American student guests and Chinese host families’ homestay experiences within the larger context of the study abroad (SA) program and local community. Drawing on data collected from host families and student guests, this study discovers benefits, conflicts, and co-adaptations in homest…
Psychology (7 works) · EFL/ESL Teaching and Learning (5 works) · Mathematics education (5 works) · Pedagogy (5 works) · Linguistics (4 works) · Language proficiency (3 works) · Second Language Learning and Teaching (3 works) · Sociology (3 works) · Study abroad (3 works) · China (2 works)