Embedded Files
PAPERS
PAPERS
Yang, C., Niu, G., & Luo, H. 2023. The Identification of Chinese American English Accent. American Speech.
Yang, C. , Chen, K., Yang, H, and Li, D. 2022. Contributions of linguistic features to the perception of comprehensibility and accentedness in L2 Chinese read speech. International Chinese Education, 3, 101-110.
Luo, H., and Yang, C. 2021. Pedagogical Benefits of Chinese-American Virtual Exchange: A Study of Student Perceptions. ReCall (The Journal of the European Association for Computer Assisted Language Learning). https://doi.org/10.1017/S0958344021000203
Yang, C. 2020. An expanded study of compliment responses in Chinese. Intercultural Communication Studies, XXIX(1). https://www.kent.edu/stark/ics-2020-vol-29-no-1
Yang, C., and Yu, A. 2019. The acquisition of Mandarin affricates by American L2 learners. Taiwan Journal of Linguistics, 17, 2，91-122.
Chu, J., Yang, C., and Liu, G. 2019. Analysis of second language acquisition (SLA) speech perception model & the perception of second language prosody. REVISTA DE CERCETARE SI INTERVENTIE SOCIALA, 64, 334-351.
Yang, C. 2018. The effect of L1 tonal status on the acquisition of L2 Mandarin tones. International Journal of Applied Linguistics,29, 3-16. https://rdcu.be/3yHw
Yang, C., and Jin, W. 2018. Chinese as a second language pronunciation teaching survey. Journal of National Council of Less Commonly Taught Languages, 23, 153-189.
Luo, H., and Yang, C. 2018. Twenty Years of Telecollaborative Practice: Implications for Teaching Chinese as a Foreign Language. Computer-Assisted Language Learning, 1, 1-26.
https://www.tandfonline.com/doi/full/10.1080/09588221.2017.1420083
Yang, C., and Luo, H. 2017. The applicability of SLA research to L2 pedagogy: Focusing on Mandarin tones. Second Language Learning Research, 2, 62-79.
Yang, C., and Luo, H. 2017. The Acquisition of Mandarin Dative Constructions by L2 and Heritage Learners. Chinese as a Second Language Research, 6, 2, 251-275.
Yang, C., and Ni, B. 2016. The acquisition of L2 Mandarin vowels in context. Journal of Chinese Language Teaching, 13, 4, 1-24.
Luo, H., and Yang, C. 2016. Using Wechat in Teaching L2 Chinese: An exploratory study. Journal of Technology and Chinese Language Teaching, 7, 2, 82-96.
Yang, C., and Chu, J. 2016. Testing rhythm metrics in L2 Mandarin Chinese. Journal of Second Language Pronunciation, 2, 2, 208-224.
Yang, C. 2016. Tone errors in scripted conversations of L2 Mandarin Chinese. Chinese as Second Language Research, 5, 1, 63-86.
Yang, C. 2014. Acquisition of Mandarin lexical tones: The effect of global pitch tendency. Contemporary Foreign Languages Studies, 12, 4, 81-95.
Yang, C. 2014. Language attitude toward Northeastern Mandarin and PTH by young professionals. Chinese Language and Discourse, 5, 2, 211-230.
Yang, C. 2013. Acquiring the pitch patterns of L2 Mandarin Chinese. Chinese as a Second Language Research (CASLAR), 2, 2, 221-242.
Yang, C. 2013. Acquisition of three sentence-final particles by English learners. Journal of Chinese Language Teaching, 10, 1, 61-88.
Yang, C., & Xie, Y. 2013. Learning Chinese idioms through iPads. Language Learning & Technology, 17, 2, 12-23. Retrieve from http://llt.msu.edu/issues/june2013/yangxie.pdf (SSCI)
Yang, C. 2013. Textual conjunctives and topic-fronting devices in CFL learners’ written summaries. Journal of Chinese Language Teachers Association, 48, 1, 71-89.
Yang, C., & Chan, M.K.M. 2010. The perception of Mandarin Chinese tones and intonation by American learners. Journal of Chinese Language Teachers Association. 45, 1, 7-36.
Yang, C. 2007. Chinese internet language: A sociolinguistic analysis of adaptations of the Chinese writing system. Language @ internet (peer-reviewed electronic journal).
http://www.languageatinternet.de/articles/1142/
Yang, C. 2006. An analytic review of research on the status of the prenuclear glides in Mandarin Chinese, Contemporary Linguistics, 2, 144-155.
Yang, C. 2004. Comparisons and contrasts of eating-related metaphors in Chinese and English. Foreign Languages and Their Teaching, 12, 46-48.
Yang, C. 2004. The re-orientation of oral English teachers’ role: From the perspective of speech errors. Journal of Ningbo University (Educational Sciences Edition), 2, 93-95.
BOOK CHAPTERS
Yang, C. 2021. Introduction to the acquisition of Chinese as second language pronunciation. In C. Yang (ed.), The Acquisition of Chinese as a Second Language Pronunciation: Segments and Prosody (pp. v-x). Springer.
Yang, C. 2021. Categorical perception of Mandarin tones by native and second language (L2) speakers. In C. Yang (ed.), The Acquisition of Chinese as a Second Language Pronunciation: Segments and Prosody (pp. 55-76). Springer.
Yang, C., Chu, J., Chen, S., & Xu, Yi. 2021. Effects of segments, intonation and rhythm on the perception of L2 accentedness and comprehensibility. In C. Yang (ed.), The Acquisition of Chinese as a Second Language Pronunciation: Segments and Prosody (pp. 233-254). Springer.
Chen, K., & Yang, C. 2021. Effects of F0 and context on L2 Chinese intelligibility. In C. Yang (ed.), The Acquisition of Chinese as a Second Language Pronunciation: Segments and Prosody (pp. 213-232). Springer.
Yang, C. 2019. Teaching Chinese intonation and rhythm. In Chris Shei, Monica E. McLellan Zikpi, and Der-lin Chao (Eds). The Routledge Handbook of Chinese Language Teaching (pp. 180-194). Abingdon and New York: Routledge.
BOOK REVIEWS
2016. Review of Corpus Linguistics in Chinese Contexts, edited by Bin Zou, Simon Smith, and Michael Hoey. Palgrave Macmillan.
https://linguistlist.org/pubs/reviews/get-review.cfm?SubID=36114197
2015. Review of Studies in Second Language acquisition of Chinese, edited by Zhaohong Han. Journal of Chinese Language Teachers Association, 50, 2: 109-113.
2013. Review of Tai T’ung (Translated by Lionel Charles Hopkins) The Six Scripts or The Principles of Chinese Writing. Cambridge University Press.
http://linguistlist.org/issues/24/24-610.html
2011. Review of Handbook of Research in Second Language Teaching and Learning (Vol. II). Routledge.
http://linguistlist.org/issues/22/22-4197.html
2011. Review of Watkins et al. (eds.) Recent Research in Second Language Phonetics/Phonology. Cambridge Scholars Publishing (2009).
http://linguistlist.org/issues/22/22-3027.html
2004. Review of Duanmu San’s The Phonology of Mandarin Chinese. Contemporary Linguistics (当代语言学), 3: 281-284.
BOOKs
BOOKs
Yang, Chunsheng. 2016. The Acquisition of Second Language Mandarin Prosody: From Experimental Studies to Pedagogical Practice. Amsterdam: John Benjamins Publishing Company. https://benjamins.com/#catalog/books/bpa.1/main
"This book examines the acquisition of L2 Mandarin prosody, a less explored area in SLA. While acknowledging that tone acquisition is one of the most important aspects in acquiring L2 Mandarin phonology, the book demonstrates that phrase- and utterance-level prosody is equally important. Specifically, this book discusses the acquisition of Mandarin lexical tones and utterance-level prosody, the interaction of tones and intonation, the acquisition of Tone 3 sandhis, the temporal differences between L1 and L2 Mandarin discourse, and the relationship between intelligibility, comprehensibility and foreign accent perception in L2 Chinese. In addition, a whole chapter is exclusively devoted to the pedagogy of L2 Mandarin prosody. Studies in this book further our understanding of speech prosody in L1 and L2 and showcase the interesting interaction of phonetics, phonology, and pedagogy in SLA. This book will be of great interest to SLA researchers and graduate students, applied linguists, Chinese linguists, and Chinese practitioners."
BOOKS
BOOKS
Yang, Chunsheng. 2021(eds). The Acquisition of Chinese as a Second Language Pronunciation: Segments and prosody. https://www.springer.com/gp/book/9789811538087#aboutAuthors
"This book is the first edited book to cover a wide range of issues related to Chinese as a second language (CSL) speech, including tone and segment acquisition and processing, categorical perception of tones, CSL fluency, CSL intelligibility/comprehensibility and accentedness, and pronunciation pedagogy. Moreover, the book addresses both theoretical and pedagogical issues. It offers an essential go-to book for anyone who is interested in CSL speech, e.g. CSL speech researchers, Chinese instructors, CSL learners, and anyone interested in second language speech."
Google Sites
Report abuse