Xiaoqiu Xu
Biographic Data
| ID | 5435367 |
|---|---|
| NAME | Xiaoqiu Xu |
| GIVEN NAMES | Xiaoqiu |
| FAMILY NAME | Xu |
| SIGNATURE | XU X |
| AFFILIATIONS | Pearson Knowledge Technologies |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 43 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2015 |
| H-INDEX | 3 |
Learner Performance in Mandarin Immersion and High School World Language Programs: A Comparison
This study compared the Mandarin performance of elementary immersion program students and high school world language program students in the same school district. A cross‐sectional design was employed to gather information on Mandarin proficiency of fourth and fifth graders and Level 4 and Level 5 (AP Chinese) high school students who took the Mandarin Standards‐Based Measurement of Proficiency assessment at the end of the school year. Results in…
A Mandarin/English two‐way immersion program: Language proficiency and academic achievement
A Mandarin/English two‐way immersion elementary program is described from its inception and implementation through the fifth grade, the culminating year of the program. All students in all grades were assessed on their oral/listening, reading, and writing performance in Mandarin using program‐created assessment measures. Fifth‐grade students also took the Mandarin STAMP 4Se test online to assess their oral and literacy performance. In addition, a…
Using Meaningful Interpretation and Chunking to Enhance Memory: The Case of Chinese Character Learning
Learning and retaining Chinese characters are often considered to be the most challenging elements in learning Chinese as a foreign language. Applying the theory of meaningful interpretation, the chunking mnemonic technique, and the linguistic features of Chinese characters, this study examines whether the method of meaningful interpretation and chunking (MIC) can promote learners' immediate learning and retention of Chinese characters. Mandarin …
A High School Intensive Summer Mandarin Course: Program Model and Learner Outcomes
This article describes a STARTALK intensive summer high school Mandarin language and culture program that was conducted for three summers. Participants across the three years included 40 Mandarin Level II and 53 Mandarin Level III high school students. Quantitative and qualitative data are presented to show the effectiveness of the program. Students' language proficiency scores showed significant improvement between pre‐ and posttests for listeni…
A Mandarin/English two‐way immersion program: Language proficiency and academic achievement
A Mandarin/English two‐way immersion elementary program is described from its inception and implementation through the fifth grade, the culminating year of the program. All students in all grades were assessed on their oral/listening, reading, and writing performance in Mandarin using program‐created assessment measures. Fifth‐grade students also took the Mandarin STAMP 4Se test online to assess their oral and literacy performance. In addition, a…
Learner Performance in Mandarin Immersion and High School World Language Programs: A Comparison
This study compared the Mandarin performance of elementary immersion program students and high school world language program students in the same school district. A cross‐sectional design was employed to gather information on Mandarin proficiency of fourth and fifth graders and Level 4 and Level 5 (AP Chinese) high school students who took the Mandarin Standards‐Based Measurement of Proficiency assessment at the end of the school year. Results in…
Using Meaningful Interpretation and Chunking to Enhance Memory: The Case of Chinese Character Learning
Learning and retaining Chinese characters are often considered to be the most challenging elements in learning Chinese as a foreign language. Applying the theory of meaningful interpretation, the chunking mnemonic technique, and the linguistic features of Chinese characters, this study examines whether the method of meaningful interpretation and chunking (MIC) can promote learners' immediate learning and retention of Chinese characters. Mandarin …
A High School Intensive Summer Mandarin Course: Program Model and Learner Outcomes
This article describes a STARTALK intensive summer high school Mandarin language and culture program that was conducted for three summers. Participants across the three years included 40 Mandarin Level II and 53 Mandarin Level III high school students. Quantitative and qualitative data are presented to show the effectiveness of the program. Students' language proficiency scores showed significant improvement between pre‐ and posttests for listeni…
A Mandarin/English two‐way immersion program: Language proficiency and academic achievement
A Mandarin/English two‐way immersion elementary program is described from its inception and implementation through the fifth grade, the culminating year of the program. All students in all grades were assessed on their oral/listening, reading, and writing performance in Mandarin using program‐created assessment measures. Fifth‐grade students also took the Mandarin STAMP 4Se test online to assess their oral and literacy performance. In addition, a…
Using Meaningful Interpretation and Chunking to Enhance Memory: The Case of Chinese Character Learning
Learning and retaining Chinese characters are often considered to be the most challenging elements in learning Chinese as a foreign language. Applying the theory of meaningful interpretation, the chunking mnemonic technique, and the linguistic features of Chinese characters, this study examines whether the method of meaningful interpretation and chunking (MIC) can promote learners' immediate learning and retention of Chinese characters. Mandarin …
Learner Performance in Mandarin Immersion and High School World Language Programs: A Comparison
This study compared the Mandarin performance of elementary immersion program students and high school world language program students in the same school district. A cross‐sectional design was employed to gather information on Mandarin proficiency of fourth and fifth graders and Level 4 and Level 5 (AP Chinese) high school students who took the Mandarin Standards‐Based Measurement of Proficiency assessment at the end of the school year. Results in…
EFL/ESL Teaching and Learning (4 works) · Linguistics (4 works) · Mandarin Chinese (4 works) · Mathematics education (4 works) · Psychology (4 works) · Multilingual Education and Policy (3 works) · Pedagogy (3 works) · Active listening (2 works) · Language proficiency (2 works) · Reading and Literacy Development (2 works)