A Comparison of Written Chinese Achievement Among Heritage Learners in Homogeneous and Heterogeneous Groups
Bibliographic Data
| ID | 8939737 |
|---|---|
| Authors | Helen H Shen, Helen Shen (University of Virginia, corresponding author) |
| Year | 2003 |
| Volume | 36 |
| Issue | 2 |
| Pages | 258-266 |
| Publication date | 2003-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.2003.tb01475.x |
| OpenAlex | W2055746384 |
| Language | EN |
| Citations received | 6 |
| References cited | 16 |
This paper examines the effects of grouping practice on written Chinese achievement among heritage learners in college Chinese classes. Subjects were two groups of heritage students: a homogeneous group (heritage students only) and a heterogeneous group (heritage students mixed with nonheritage students). Students' performance in written Chinese was measured by an instructor‐made vocabulary test and the SAT II Chinese Test with Listening. Quantitative analysis of their performance showed that heritage students in the homogenous group performed significantly better in written Chinese with one year of study than did heritage students in the heterogeneous group with two years of study. This result suggests that in college‐level Chinese language classes, tracking based on linguistic background can improve heritage students' academic achievement, because it provides them an environment in which they can learn to their maximum capacity
Active listening · Cultural heritage · Heritage language · Homogeneous · Linguistics · Mathematics education · Pedagogy · Test (biology · Vocabulary · Communication · EFL/ESL Teaching and Learning · History · Mathematics · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
Effect of different grouping arrangements on students’ achievement and experience in collaborative learning environment
Diversity and Difference
Heritage Learners in the Chinese Language Classroom
Building Societal Capital
Looking Chinese and Learning Chinese as a Heritage Language
Toward Useful Assessment and Evaluation of Heritage Language Learning
Motivation reconsidered
Learning to Read Chinese Beyond the Logographic Phase
Phonological skills are important in learning to read Chinese
Motivation and Language Learning with Students of Chinese 1
Effects of Language Background On the Learning of Chinese Characters Among Foreign Language Students
A Theory of Social Comparison Processes
A Reconceptualization of School Effects
| Unique citing works | 6 |
|---|---|
| Citations per year | 0,3 |
| Citation span | 2006 - 2023 (18) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 6 |