Chinese


Reference information of the acquisition of Chinese as L2 will be greatly appreciated.
Email: yshirai at pitt.edu

The criteria for inclusion in the bibliography: (1) a study involving Asian languages as target language, (2) published, or if unpublished, a doctoral dissertation, and (3) written in English.  If you know of any work that meets these criteria and is not listed, please email me.


Akiyama, K. and Moriya, H. (1976). A special phase at the end of the first and second tone in Chinese. Bulletin, The Phonetic Society of Japan, 151, 6-7.

Alber, C-J. (1989). Information technology and Chinese language instruction: a search for standards. Journal of the Chinese Language Teachers Association, 24, 85-108.

Bar-Lev, B. (1995). Does the home make a difference? A comparison of home-exposure and non-home exposure students of Mandarin. Journal of the Chinese Language Teachers Association, 30, 55-67.

Barnes, D. (1977). To er or not to er. Journal of Chinese Linguistics, 5, 211-236.

Beutner, M. R. (2001). Using computer-assisted interactive feedback to enhance natural pronunciation of Chinese tones by non-native learners of Mandarin Chinese. Dissertation Abstracts International, 62, 1806-A. [Doctoral dissertation, Ohio University]

Bluhme, H. and Burr, R. (1971/1972). An audio-visual display of pitch for teaching Chinese tones. Studies in Linguistics, 22, 51-57.

Boyce, C. (1978). Chinese classroom metalanguage. Journal of the Chinese Language Teachers Association, 13, 1-25.

Boyle, J. (1997). Success and failure in learning Cantonese. Language Learning Journal, 16, 82-86.

Broselow, E.,  Hurtig, R. and Ringen, C. (1987). The perception of second language prosody. In G. Ioup and S.H. Weinberger (Eds.), Interlanguage Phonology: The Acquisition of a Second Language Sound System (pp. 350-361).  Cambridge, MA: Newbury House.

Bryant, D.  (1992). The why and why not of Pinyin- a response to DeFrancis.  Journal of the Chinese Language Teachers Association, 27, 111-114.

Carr, M. (1981). Pedagogy, radicals, and grapho-semantic fields. Journal of the Chinese Language Teachers Association, 16, 51-66.

Chang, Y. L. (2001). BO-PO-MO for ABC: teaching the Mandarin phonetic alphabet to American-born Chinese children at Chinese language schools in Hawai'i. Dissertation Abstracts International, 62, 548-A. [Doctoral dissertation, University of Hawaii at Manoa]

Chang, R-F. (1976). My views on using Jichu Hanyu as first year Chinese teaching material. Journal of the Chinese Language Teachers Association, 11, 164-167.

Chao, D.  (1994). A case study of learning Chinese in an immersion program through the eye of a teacher-researcher.  Dissertation Abstracts International, 54, 4073-A. [Doctoral dissertation, New York University]

Chao, D. (1998).Attitudes toward speaking Chinese in an immersion program: the effects on language learning. Journal of the Chinese Language Teachers Association, 33, 1-16.

Chappell, E. (1990). Teaching the reading and writing of Chinese and Japanese in Australia with IBM compatible computers. Babel, 25, 11-14.

Chen, C. Y., and  Shi, M. L. (1999). A note on NP-topics in second language acquisition of Chinese. Ying-Yu-Yen-Chiu-Chi-K'an / Studies-in-English-Literature-and-Linguistics; 25, 133-157.

Hansen, L., and Chen, Y-L. (2001). What counts in the acquisition and attrition of numeral classifiers? JALT Journal, 23, 90-110.

Chen, H-J. H. (1997).  A study of the effect of corrective feedback on foreign language Learning: American students learning Chinese classifiers. Dissertation Abstracts International, 57, 4675-A. [Doctoral Dissertation, Indiana University/University of Pennsylvania]

Chen, M. (1983). Phonetic problems in the teaching of Chinese as a second language.  Language Learning and Communication: a Journal of Applied Linguistics in Chinese and English, 2, 249-265.

Chen, Q.  (1997).  Toward a sequential approach for tonal error analysis. Journal of the Chinese Language Teachers Association, 32, 21-39.

Chen, S.  (1984).  An analysis of ill-formed sentences in Chinese by second language Learners.  Language Learning and Communication: a Journal of Applied Linguistics in Chinese and English, 3, 257-271.

Chen, Y-F. (1996).  Language learning strategies used by beginning students of Chinese in a semi-immersion setting. Dissertation Abstracts International, 56, 2591-A. [Doctoral dissertation, University of Pennsylvania/Indiana University]

Chen, C-H., and Cheng, C-C. (1976). Computer-assisted instruction in Chinese: an interim report. Journal of Chinese Linguistics, 4, 278-298.

Chen, G.-T. (1983). The Ba construction: a topic and comment approach. Journal of the Chinese Language Teachers Association, 18, 17-29.

Chen, T.-T. (1982). Maintenance and extension: an approach to teaching literary Chinese. Journal of the Chinese Language Teachers Association, 17, 123-132.

Chen, T.-T. (1982). Using Chinese in the intermediate and advanced classroom. Journal of the Chinese Language Teachers Association, 17, 1-17.

Cheng, Z. (2000).Word structure and vocabulary acquisition: theory and application to Mandarin Chinese as a second/foreign language. Dissertation Abstracts International, 61, 2280-A. [Doctoral dissertation, University of Florida]

Cheng, C-C. and Sherwood, B. (1981). Technical aspects of computer-assisted instruction in Chinese. Studies in Language Learning, 3, 156-170.

Cheng, C-C. (1976). Teaching oral Chinese in the United States. Journal of the Chinese Language Teachers Association, 11, 168-171.

Cheng, C-C. (1977). In defense of teaching simplified characters. Journal of Chinese Linguistics, 5, 314-341.

Cheng, C-C. (1977). Teaching Chinese numeration on computer. Studies in the Linguistic Sciences, 7, 165-177.

Cheung, H.-N. (1977). A study on the use of yige. Journal of the Chinese Language Teachers Association, 12, 2-7.

Chi, Y-L.  (1989). The role of listening comprehension in classroom instruction.  Journal of the Chinese Language Teachers Association, 24, 63-69.

Chi, T. (1986). Hen Sheng-Qi vs. Hen Sheng-Bing: linguistic explanations and pedagogical suggestions. Journal of the Chinese Language Teachers Association, 21, 61-78.

Chi, T. (1989). Observations on the past, present, and future of teaching Mandarin Chinese as a foreign language. Journal of the Chinese Language Teachers Association, 24, 109-122.

Chiang, T. (1979). Some interferences of English intonations with Chinese tones. IRAL, International Review of Applied Linguistics in Language Teaching, 17, 245-250.

Chin, T. (1973). Is it necessary to require writing in learning characters? Journal of the Chinese Language Teachers Association, 8, 167-170.

Ching, E. (1987). Neologisms in a bilingual dictionary. Journal of the Chinese Language Teachers Association, 22, 127-134.

Ching, N-C. (1976). An easy guide to everyday Chinese. Journal of the Chinese Language Teachers Association, 11, 217-219.

Christensen, M., and Wu, X.  (1993). An individualized approach for teaching false beginners.  Journal of the Chinese Language Teachers Association, 28, 91-100.

Chu, C-C. (1990). Semantics and discourse in Chinese language instruction. Journal of the Chinese Language Teachers Association, 25, 15-29.

Chu, M. (1990). Teaching Chinese as a functional language. Journal of the Chinese Language Teachers Association, 25, 93-96.

Chu, C-C. (1978). Structure and pedagogy-a case study of the particles -Zhe and Ne. Journal of the Chinese Language Teachers Association, 13, 158-166.

Cohen, A-P. (1976). Efficient study of the 214 classifiers ('radicals'). Journal of the Chinese Language Teachers Association, 11, 192-193.

Cohen, A-P. (1976). Quick conversion of Chinese sexagenary year designations into western dates. Journal of the Chinese Language Teachers Association, 11, 194-198.

Courcy, M.  (1995). A Chinese puzzle-learning experiences of a class of adult beginners.  Babel, 30, 32-37.
Cui, S. (1993).Conceptualizing language proficiency. Journal of the Chinese Language Teachers Association, 28, 1-23.

Cui, S.  (1994). Taking ACTFL guidelines as curriculum objectives: some considerations.  Journal of the Chinese Language Teachers Association, 29, 47-69.

Zhang, D-Y. (1981). An overview of Chinese language teaching at the Beijing Language Institute. Journal of the Chinese Language Teachers Association, 16, 91-106.

De-Courcy, M.  (1997).Four adults' approaches to the learning of Chinese. Australian Review of Applied Linguistics, 20, 67-93.

De-Courcy, M. (1997).Teaching and learning with different scripts: cross-cultural conflict in a Chinese late immersion classroom. Language and Education, 11, 242-259.

DeFrancis, J. (1975). Sociolinguistic aspects of Chinese language-teaching materials. Journal of Chinese Linguistics, 3, 245-256.

Domizio, H. L. (1999).Sociopragmatic performace on the oral proficiency interview: a study of American learners of Chinese. Dissertation Abstracts International, 59, 3800-A. [Doctoral dissertation, Columbia University-Teachers College]

Duff, P. A., and Li, D. (2002). The acquisition and use of perfective aspect in Mandarin. In Salaberry, r. & Shirai, Y. (Eds.), Tense-aspect Morphology in L2 Acquisition. Amsterdam: John Benjamins.

Dutrait, N. (1978). The study of Chinese in a provincial French secondary school. Journal of the Chinese Language Teachers Association, 13, 153-157.

Everson, M. E, and Ke, C.  (1997). An inquiry into the reading strategies of intermediate and advanced learners of Chinese as a foreign language.  Journal of the Chinese Language Teachers Association, 32, 1-20.

Everson, M.-E. (1988). Speed and comprehension in reading Chinese: romanization vs. characters revisited. Journal of the Chinese Language Teachers Association, 23, 1-15.

Everson, M. E.  (1993). Research in the less commonly taught languages. In A. O. Hadley (Ed.) Research in Language Learning Principles, Processes, and Prospects (pp. 198-228), National Textbook Company, Lincolnwood, IL.

Everson, M. E.  (1994). Toward a process view of teaching reading in the second language Chinese curriculum.  Theory into Practice, 33, 4-9.

Everson, M. E.  (1998). Word recognition among learners of Chinese as a foreign language: Investigating the relationship between naming and knowing.  The Modern Language Journal, 82, 194-204.

Faurot, J-L. (1977). Combining upper-level language and literature classes in Chinese. Journal of the Chinese Language Teachers Association, 12, 136-137.

Fujitani, S-S. (2001). Mandarin le in linguistic, interlanguage and sociolinguistic contexts. Dissertation Abstracts International, 61, 3973-A. [Doctoral dissertation, University of Hawaii]

Good, R. L. (1999).Strategies in the writing of Chinese characters by intermediate and advanced students of Chinese as a foreign language. Dissertation Abstracts International, 59, 4122-A. [Doctoral dissertation, U of Illinois at Urbana-Champaign]

Hannas, W. C. (1995).Teaching Chinese teachers what constitutes Chinese. Journal of the Chinese Language Teachers Association, 30, 101-107.

Hansen, L. and Chen, Y. L. (2001).What counts in the acquisition and attrition of numeral classifiers? JALT-Journal, 23, 90-110.

Hayes, E.-B. (1988). Encoding strategies used by native and non-native readers of Chinese Mandarin. Modern Language Journal, 72, 188-195.

Hayes, E. B. (1990).  The relationship between 'word length' and memorability among non-native readers of Chinese Mandarin.  Journal of the Chinese Language Teachers Association, 25, 31-41.

He, B. (1990). Some comments on two popular series of Chinese textbooks used in American universities. Journal of the Chinese Language Teachers Association, 25, 65-76.

He, W. (1998).Issues in second language teaching: pragmatics and discourse analysis in teaching Chinese as a second language. Dissertation Abstracts International, 59, 1138-A. [Doctoral dissertation, Clark University]

Hielson, T.-P. (1974). Two track service course and advanced modules: individualized learning and the peer teaching method. Journal of the Chinese Language Teachers Association, 9, 126-132.

Higgins, L.T. and Sheldon, K. (2001).Teaching of Mandarin in an English comprehensive school: a case study. Educational Studies, 27, 109-127.

Ho, S-H. (1976). Comments on teaching Chinese reading. Journal of the Chinese Language Teachers Association, 11, 52-57.

Hoare, P. (1987). On Learning Cantonese. Linguist, 26, 185-186.

Hong, W.  (1997).  Sociopragmatics in language teaching: with examples of Chinese requests. Journal of the Chinese Language Teachers Association, 32, 95-107.

Hong, W. (1998).An empirical study of Chinese business writing. Journal of the Chinese Language Teachers Association, 33, 1-12.

Hor, S.  (1991).  Etymology-based instructional system: using hypermedia to teach the recognition of Chinese characters to beginning learners of Chinese as a second language. Dissertation Abstracts International, 52, 1194-A-1195-A. [Doctoral dissertation, Iowa State University]

Howell, F. (1995).Chinese language learning - student needs and expectations: a case study. Babel, 30, 22-27, 33.

Hsieh, S. J. and Tori, C. D. (1993).  Neuropsychological and cognitive effects of Chinese language instruction. Perceptual and Motor Skills, 77, part 2.

Hsu, V. (1976). Play production as a medium for learning spoken Chinese. Journal of the Chinese Language Teachers Association, 11, 48-51.

Hsueh, F.-S. (1982). The role of semantics in teaching syntax: some examples from Mandarin Chinese. Journal of the Chinese Language Teachers Association, 17, 1-13.

Huang, J. (1996).Form-function relations in student discourse contextualized by classroom language activities: a case study of an elementary Chinese as a foreign language program. Dissertation Abstracts International, 57, 2396-A-2397-A. [Doctoral dissertation, University of British Columbia]

Huang, M-J. and Davis, P-W. (1991). Remarks on the semantics of word order in Mandarin and English. Journal of the Chinese Language Teachers Association, 26, 25-74.

Hu-chou, H. L. (2000).Toward an understanding of writing in a second language: evidence and its implications from L2 writers of Chinese. Dissertation Abstracts International, 61, 1264-A. [Doctoral dissertation, Harvard University]

Jin, H-G. (1990). Language universals, language typology and L2 acquisition: a cross-sectional study of adult English speakers learning Chinese. Dissertation Abstracts International, 51, 115-A. [Doctoral dissertation, University of Illinois at Urbana, Champaign]

Jin, H-G.  (1992).  Pragmaticization and the L2 acquisition of Chinese BA constructions.  Journal of the Chinese Language Teachers Association, 27, 33-52.

Jin, H-G.  (1994). Topic-prominence and subject-prominence in L2 acquisition: evidence of English-to-Chinese typological transfer.  Language Learning, 44, 101-122.

Juhl, R.-A. (1977). Chinese romanization self-study guide. Journal of the Chinese Language Teachers Association, 12, 175.

Juhl, R.-A. (1977). Introduction to Chinese pronunciation and the Pinyin Romanization. Journal of the Chinese Language Teachers Association, 12, 175.

Kao, D-L. (1977). Revised editions of Beginning Chinese. Journal of the Chinese Language Teachers Association, 12, 251-254.

Kasper, G., and Zhang, Y.  (1995).  "It's good to be a bit Chinese': foreign students' experience of Chinese pragmatics.  In G. Kasper (Ed.), Pragmatics of Chinese as Native and Target Language (Technical Report #5, pp. 1-22). Honolulu, Hawaii: University of Hawaii, Second Language Teaching & Curriculum Center.

Ke, C. and Reed, D. J. (1995).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. Foreign Language Annals, 28, 208-222.

Ke, C.  (1996).  An empirical study on the relationship between Chinese character recognition and production.  The Modern Language Journal, 80, 340-349.

Ke, C. (1998). Effects of language background on the learning of Chinese characters among foreign language students. Foreign Language Annals, 31, 91-100.

Kishere, D. (1990). A bibliography of teaching Chinese for school teachers. Babel, 25, 15-18.

Kosuth. R. F.  (1996). The psycholinguistic processing of relative clauses by adult native and non-native readers of Chinese: implications for second language learning.  Dissertation Abstracts International, 56, 3864-A. [Doctoral dissertation, University of Minnesota at Minneapolis]

Kow, M.-M. (1986). An individualized learning program in basic Chinese characters using a mastery learning. Dissertation Abstracts International, 46, 2216-A-2217-A. [Doctoral dissertation, University of San Francisco]

Kubler, C. C. (1979). Some differences between Taiwan Mandarin and 'textbook Mandarin.' Journal of the Chinese Language Teachers Association, 14, 27-39.

Kubler, C. C. (1997). Study abroad as an integral part of the Chinese language curriculum. Journal of the Chinese Language Teachers Association, 32, 15-30.

Kuo, Y-C. (2000). Strategies for learning classifiers. Social and Cognitive Factors in Second Language Acquisition: Selected Proceedings of the 1999 Second Language Research Forum, Swierzbin, Bonnie, Morris, Frank, Anderson, Michael E., Klee, Carol A., & Tarone, Elaine eds, Somerville, MA: Cascadilla, 424-442.

Kuo, J-C. (1982). University of Kansas radio broadcast research project. Journal of the Chinese Language Teachers Association, 17, 67-76.

Kuo-Newhouse, M. L. (2001).The effects of visual and verbal mnemonics on learning Chinese characters in computer-based instruction. Dissertation Abstracts International, 61, 3876-A. [Doctoral dissertation, University of Minnesota at Minneapolis]

Lai, F. Q. (1998). Impact of graphic aids in electronic texts on learning Chinese radicals: implications of the dual coding theory. Dissertation Abstracts International, 59, 141-A. [Doctoral dissertation, Purdue University]

Lee, H-Y. (1993). Classroom anxiety, learning motivation, ambiguity tolerance and adult foreign language learning: evidence from Chinese language classroom. Dissertation Abstracts International, 54, 1270-A. [Doctoral dissertation, University of Southern California] ??

Lee, L. C. (1999). The application of reading strategies by American learners of Chinese as a foreign language when processing narrative and argumentative texts. Dissertation Abstracts International, 60, 84-A. [Doctoral dissertation, Indiana University]

Lee, P. (1996). A review of MacZi-computer-assisted language learning for Modern Standard Chinese. Babel, 31, 18-25, 34-35, 38.

Lee, S-C. (1978). The teaching of Chinese in Victoria. Journal of the Chinese Language Teachers Association, 13, 56-58.
Li, J. J. (1996).  Heritage language retention in second generation Chinese-Americans.  Dissertation Abstracts International, 56, 3937-A. [Doctoral dissertation, University of California at Los Angeles]

Li, W.  (1997).  Second language acquisition of topic-comment structures in Mandarin Chinese. Dissertation Abstracts International, 58, 1624-A. [Doctoral dissertation, University of Alberta]

Li, W. (1999). Second language acquisition of discourse- and pragmatically-governed word order in Mandarin Chinese. Journal of the Chinese Language Teachers Association, 34, 37-70.

Li, X. (1992).  Constraints on Wh-Long distance movement in adult Chinese for L2 acquisition and the implication for L2 teaching. Dissertation Abstracts International, 53, 1891-A. [Doctoral dissertation, University of Massachusetts]

Li, Y-A. (1992). Basic types of clause complexes and discourse connectives: a comparative study between Chinese and English with pedagogical implications. Dissertation Abstracts International, 52, 2530-A-2531-A. [Doctoral dissertation, University of Illinois at Urbana, Champaign]

Li, F-C. (1977). How can we dispose of Ba? Journal of the Chinese Language Teachers Association, 12, 8-13.

Li, Y.-C. (1987). What a student needs from a Chinese-English dictionary. Journal of the Chinese Language Teachers Association, 22, 135-139.

Light, T. (1975). Controlled composition and reading. Journal of the Chinese Language Teachers Association, 10, 70-79.

Light, T. (1976). Comparative reading speeds with romanized and character texts. Journal of the Chinese Language Teachers Association, 11, 1-10.

Light, T. (1977). Some potential for the resultative: the need for analytical redundancy.  Journal of the Chinese Language Teachers Association, 12, 27-41.

Light, T. (1987). An ideal English-Chinese dictionary: some chaotic thoughts. Journal of the Chinese Language Teachers Association, 22, 103-117.

Lin, S. (1993).  Effects of representational systems on text processing by first and second language readers of Chinese: an exploratory study of Pinyin, Zhuyin, and Characters. Dissertation Abstracts International, 54, 414-A. [Doctoral dissertation, University of Massachusetts]

Lin, Y. (2000). Vocabulary acquisition and learning Chinese as a foreign language. Journal of the Chinese Language Teachers Association, 35, 85-108.

Lin, C.-J. (1984).A semantic approach to teaching the Mandarin particle Ne. Language Learning and Communication / Zhongying-Yuwen-Jiaoxue, 3, 161-173.

Lin, C.-J. (1985). Teaching Mandarin tones to adult English speakers: analysis of difficulties with suggested remedies. RELC Journal, 16, 31-47.

Ling, V. (1994). The proficiency issue-why all the fuss? Journal of the Chinese Language Teachers Association, 29, 1-11.

Linnell, J.D. (2001). Chinese as a second/foreign language teaching and research: changing classroom contexts and teacher choices.  Language Teaching Research, 5, 54-81.

Liou, H-C.  (1990). The impact of formal instruction on second language grammatical accuracy. Dissertation Abstracts International, 50, 3504-A. [Doctoral dissertation, University of Illinois at Urbana, Champaign]

Liu, J.  (1992). Bridging language and culture: a cognitive approach to the study of Chinese compounds. Journal of the Chinese Language Teachers Association, 27, 1-19.

Liu, J. (1993). When the students stopped speaking English: a case study of teaching and learning Chinese in an intensive summer immersion program. Dissertation Abstracts International, 53, 2665-A. [Doctoral dissertation, University of Oregon]

Liu, M. (1989). Qi, Cheng, Zhuan, He, Jie: the discourse pattern of a Chinese text of literary criticism. Australian Review of Applied Linguistics, supplement 6, 38-69.

Liu, C-A. (1978). A study of De sentences: a pedagogical grammar. Journal of the Chinese Language Teachers Association, 13, 118-136.

Liu, C-J. (1983). Learning a living language. Journal of the Chinese Language Teachers Association, 18, 63-70.

Liu, I. (1983). The learning of characters: a conceptual learning approach. Journal of the Chinese Language Teachers Association, 18, 65-76.

Liu, I. (1985). The processes of learning Chinese: toward an integrated teaching method. Journal of the Chinese Language Teachers Association, 20, 51-70.

Liu, X.-B. (1987). Applying language acquisition theories to the teaching of Mandarin Chinese as a foreign language: a case study. Working Papers in Linguistics and Language Teaching, 10, 41-47.

Low, G., and Lau, I.  (1983). The discourse-task syllabus: a design option for high surrender value courses for adult beginners.  Language Learning and Communication, 2, 295-307.

Lowe, P. (1982). Focus on performance testing: the government's needs. Journal of the Chinese Language Teachers Association, 17, 63-99.

Lu, J-J.  (1984). Directional complement: a pedagogical view.  Journal of the Chinese Language Teachers Association, 19, 79-94.

Lu, P-S. (1975). The principle of practice in teaching Chinese as a foreign language: some notes on teaching Chinese to foreign students. Journal of the Chinese Language Teachers Association, 10, 101-107.

Lu, H-T. (1977). Form and agreement vs. function words. Journal of the Chinese Language Teachers Association, 12, 221-225.

Lundelius, J. O. (1992). The effectiveness of tonal spelling in learning Mandarin Chinese. Dissertation Abstracts International, 52, 2444-A. [Doctoral dissertation, University of Illinois at Urbana, Champaign]

Lundelius, J. O.  (1992). Pinyin vs. tonal  spelling.  Journal of the Chinese Language Teachers Association, 27, 93-108.

Ma, J.-H. (1977). Some aspects of the teaching of -guo and –le. Journal of the Chinese Language Teachers Association, 12, 14-26.

MacKerras, C. (1987). Learning Chinese. Newsletter Modern Language Teachers Association of Queensland, 69, 28-32.

Marks, R. (1982). Teaching Chinese on a secondary school level: successful actions administered. Journal of the Chinese Language Teachers Association, 17, 101-109.

Mather, L. (1986). Chinese language becoming popular. Newsletter Modern Language Teachers Association of Queensland, 67, 33.

McGinnis, S. and Ke, C. (1992). Using authentic cultural materials to teach reading in Chinese. Foreign Language Annals, 25, 233-238.

Mickel, S. (1981). 10,000 and more: teaching large numbers in Chinese. Journal of the Chinese Language Teachers Association, 16, 83-93.

Mickel, S.  (1988).  Modern Chinese punctuation and CSL reading pedagogy.  Journal of the Chinese Language Teachers Association, 23, 21-39.

Miracle, W. C.  (1989).  Tone production of American students of Chinese: a preliminary acoustic study.  Journal of the Chinese Language Teachers Association, 24, 49-65.

Mowry, H.-Y. (1979). Pattern 13.3a of beginning Chinese. Journal of the Chinese Language Teachers Association, 14, 18-27.

Mu, Z. (1996).  Topic-comment constructions in the acquisition of Chinese as a second/foreign language. Dissertation Abstracts International, 56, 3487-A. [Doctoral dissertation, University of Illinois at Urbana, Champaign]

Myers, D. (1995). Classifying units of meaning: using prototype theory to understand polysyllabic morphemes. Journal of the Chinese Language Teachers Association, 30, 1-15.

Okurowski, M-E. (1987). Teaching Chinese at the text level through textual cohesion. Journal of the Chinese Language Teachers Association, 22, 59-80.

Packard, J. L. (1989).High- versus low-pressure methods of Chinese language teaching: a comparison of test results. Journal of the Chinese Language Teachers Association, 24, 1-18.

Packard, J. L.  (1990). Effects of time lag in the introduction of characters in the Chinese language curriculum.  The Modern Language Journal, 74, 167-175.

Peyraube, A. (1978). The teaching of Chinese to foreign students at the Peking Foreign Languages Institute. Journal of the Chinese Language Teachers Association, 13, 26-36.

Polio, C.  (1992). Nominal reference in the Chinese interlanguage of English and Japanese speakers. Dissertation Abstracts International, 53, 1893-A-1894-A. [Doctoral dissertation, University of California at Los Angeles]

Polio, C.  (1994). Non-native speakers' use of nominal classifiers in Mandarin Chinese.  Journal of Chinese Language Teachers Association, 29, 51-66.

Polio, C.  (1995). Acquiring nothing? The use of zero pronouns by nonnative speakers of Chinese and the implications for the acquisition of nominal reference.  Studies in  Second Language Acquisition, 17, 353-377.

Poppen, G. (1977). The unique role of teaching Chinese in high schools. Journal of the Chinese Language Teachers Association, 12, 138-139.

Ramsay, G. (2001). What are they getting at? Placement of important ideas in lengthy Chinese newstext: a contrastive analysis with Australian newstext. Australian Review of Applied Linguistics, 24, 17-34.

Register, N. A.  (1987).  Implications of null argument parameters with respect to acquisition of non-'pro-drop' languages by second language learners. Dissertation Abstracts International, 48, 381-A. [Doctoral dissertation, University of Wisconsin – Madison]

Richter, H. (1977). The teaching of Chinese to foreign students at Nankai University. Journal of the Chinese Language Teachers Association, 12, 226-238.

Ringvald, V. (1999). The characteristics of learners enrolled in advanced level courses in Hebrew, Chinese, and Japanese at Brandeis University. Dissertation Abstracts International, 60, 1907-A. [Doctoral dissertation, Lesley College]

Rohrbach, P. C. (1979).  The acquisition of Chinese by adult English speakers: an error analysis. Studies in the Linguistic Sciences, 9, 177-191.

Ross, C.  (1985). Compound nouns in Mandarin.  Journal of the Chinese Language Teachers Association, 20, 1-22.

Roy, G-W. (1974). Teaching the blind to read and write Chinese. Journal of the Chinese Language Teachers Association, 9, 134-136.

Ryu-Yang, J. (2001). Motivational orientation, language proficiency, and selected language learner variables of East Asian language learners in the United States. Dissertation Abstracts International, 62, 2058-A. [Doctoral dissertation, University of Kansas]

Sachs, G-T., and Li, C-S. (2001). Cantonese as a second language in post-colonial Hong Kong: a language attitude survey. Perspectives, 13, 22-63.

Samimy, K-K., and Lee, Y-A.  (1997).  Beliefs about language learning: perspectives of first-year Chinese learners and their instructors. Journal of Chinese Language Teachers Association, 32, 40-60.

Sergent, W. K. (1990).  A study of the oral reading strategies of advanced and highly advanced second language readers of Chinese. Dissertation Abstracts International, 51, 51, 772-A. [Doctoral dissertation, Ohio State University at Columbus]

Sergent, W. K., and Everson, M. E.  (1992).  The effects of frequency and density on character recognition speed and accuracy by elementary and advanced L2 readers of Chinese.  Journal of the Chinese Language Teachers Association, 27, 29- 44.

Shen, X. S.  (1989).  Toward a register approach in teaching Mandarin tones.  Journal of the Chinese Language Teachers Association, 24, 27-47.

Shi, X. and Zhuang, Q. (1990). A brief history of teaching Chinese as a foreign language. Language International, 2, 15-17.

Shuhuai, Y.  (1986).  Word order and topic prominence in the interlanguage of an Australian learner of Chinese.  Australian Review of Applied Linguistics, 83-91.

Sloss, R.-P. (1974). Some problems in Chinese language learning. Incorporated Linguist, 13 (1), 6-8.

Smith, G-P. (1997). An independent learner's guide to Cantonese instructional materials. Hong Kong Journal of Applied Linguistics, 2, 55-80.

Soh, K-C.  (1987). Language use: a missing link?  Journal of Multilingual and Multicultural Development, 8, 443-449.

Sun, S-H. (1998). The development of a lexical tone phonology in American adult learners of standard Mandarin Chinese. Dissertation Abstracts International, 58, 2626-A. [Doctoral dissertation, University of Hawaii at Honolulu]

Sun, Y.  (1993).  First and second language word recognition processes in Chinese.  Dissertation Abstracts International, 54, 1710-A. [Doctoral dissertation, University of Toronto, Ontario]

Sung, H., and Padilla, A. M.  (1998). Student motivation, parental attitudes, and  involvement in the learning of Asian languages in elementary and secondary schools.  The Modern Language Journal, 82, 205-216.

Swaffar, J-K. (1989). Rethinking roles: western and eastern languages in the foreign language academy. Journal of the Chinese Language Teachers Association, 24, 123-134.

Tai, H-Y. (1973). Contrastive analysis and the notion of constraints in syntax. Journal of the Chinese Language Teachers Association, 8 (2), 80-91.

Tang, S-L. (1989). A study of the Chinese language immersion program in San Francisco: the first two years. Dissertation Abstracts International, 49, 2131-A. [Doctoral dissertation, University of Pacific at Stockton]

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