Peijian Paul Sun

Peijian Paul Sun
Zhejiang University | ZJU · Department of Linguistics

PhD (Univeristy of Auckland)

About

44
Publications
13,695
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247
Citations
Citations since 2017
36 Research Items
244 Citations
2017201820192020202120222023020406080100120
2017201820192020202120222023020406080100120
2017201820192020202120222023020406080100120
2017201820192020202120222023020406080100120

Publications

Publications (44)
Article
This study serves as an initial attempt to explore the L1-L2 fluency relationships in the speech of young learners of English as a foreign language (EFL) and incorporate L2 speaking proficiency as a moderator. The TOEFL junior speaking sample test was employed to measure participants' proficiency. Picture-narration tasks with the same picture promp...
Article
This study examined three novice Chinese as a foreign language (CFL) university teachers’ professional commitment change in New Zealand from an integrated theoretical framework of professional commitment. Drawing on data from interviews, classroom observations, and teaching material, the study found that although all the participants had mixed reas...
Article
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While there has been an increase in research on Chinese as a foreign language (CFL) teachers’ identity worldwide, limited attention has been drawn to CFL teachers’ positioning and affordances to interpret their identity construction in an overseas context. To fill the gap, this study investigated seven novice CFL teachers’ identity construction as...
Article
This study examined Chinese-as-a-second-language (L2 Chinese) learners’ speech production ability from a dual perspective: speech competence and speech performance. A total of 118 valid L2 Chinese learners finished two developed tests in this study, namely, the Chinese speech competence test and the Chinese speech performance test. The results sugg...
Article
To sustain students’ continuous learning in a Covid-19 pandemic context, schools and universities have shifted traditional classroom teaching to synchronous online teaching. However, there is limited understanding of acceptance and adoption of synchronous online teaching by university teachers of English as a foreign language (EFL). This study, the...
Article
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作为语言知识的一部分,语言的统计信息在语言的习得和加工中起着重要作用。但在汉语习得领域,研究者关注的焦点大多还局限于频次,对其他统计信息的讨论仍较少。本研究考察了整体频次和搭配强度这两种统计信息在汉语母语、二语双字副词短语加工中的作用。33名汉语母语者与31名高水平汉语二语学习者对80个汉语双字副词短语的可接受性进行判断,记录其正确率和反应时。结果发现:一方面,整体频次和搭配强度对汉语母语者和汉语二语学习者的多词序列加工均有促进作用;另一方面,与汉语母语者相比,汉语二语学习者对搭配强度的敏感度相对较弱,但汉语二语学习者与汉语母语者对整体频次的敏感程度无显著区别。[As a part of linguistic knowledge, statistical information plays...
Article
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Peer feedback has long been recognized for its value in improving L2 learning outcomes. However, limited attention has been given to the potential influence of translanguaging in the process of online peer feedback on learners’ L2 writing performance. To fill the gap, we carried out this mixed-methods study to examine to what extent translanguaging...
Article
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This study first explores the relationship between representational gesturing and the fluency, complexity, and accuracy of L2 speech performance, and then examines the influence of working memory capacity on this relationship. Data consisting of gestures and L2 speech were collected by asking 61 Chinese English learners to retell a cartoon clip in...
Article
Full-text available
Informed by Segalowitz’s (Cognitive bases of second language fluency, Routledge, 2010) L2 speech production model and MacIntyre et al.’s (Mod Lang J 82(4):545–562, 1998. https://doi.org/10.1111/j.1540-4781.1998.tb05543.x) L2 willingness to communicate model, this study sought to understand the influence of cognitive, affective and sociocultural ind...
Article
This study examined the linguistic and extra-linguistic sources of speech anxiety of second/foreign language (L2) learners of Chinese through a structural equation modeling approach. Data were collected from 226 L2 learners of Chinese via questionnaires and speaking tests. Three competing models were proposed to understand how linguistic (i.e., spe...
Article
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Informed by the Technology Acceptance Model (TAM, Davis, 1986) and the relevant literature review, this study serves as a preliminary attempt to develop and validate a pre-service Chinese as a second/foreign language (L2 Chinese) Teachers' Educational Technology Acceptance Scale (L2CT-ETAS). The results show that the L2CT-ETAS is composed of percei...
Article
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Informed by the expectancy–value theory and the motivational factors influencing teaching model choices, this case study explored three Chinese-as-a-foreign-language teaching assistants’ (L2 Chinese TAs’) motivational engagement in teaching L2 Chinese as a sustainable and lifelong career in New Zealand. Each TA participated in three rounds of semi-...
Chapter
The updated version of the book can be found at 10.1007/978-981-15-6941-8_5
Book
This book offers a comprehensive and systematic review of multilingual L2 learners’ spoken Chinese, focusing on the dual dimensions of speech competence and speech performance. Specifically, by adopting a mixed-methods approach, it explores the cognitive, affective, and socio-cultural differences between intermediate and advanced multilingual learn...
Chapter
This chapter presents the findings from the analysis of quantitative data with an in-depth discussion at the end. First, the background information for the four groups of participants, divided according to their speech competence and speech performance, is introduced. The reliability and validity of the instruments are then revisited with a sample...
Chapter
This chapter presents the results and discussion in line with the five research questions of the present study based on the qualitative data collected from the focus groups and semi-structured interviews. A total of 7 focus groups and 10 semi-structured interviews were conducted to explore the research questions from a more in-depth qualitative per...
Chapter
The chapter justifies the methodology adopted in the present study. A detailed description of the study is presented including (1) addressing the research aims, (2) rationalizing research design and instrument selection, (3) piloting and validating the instruments, (4) presenting the procedures for quantitative and qualitative data collections, and...
Chapter
This chapter provides readers with a brief understanding of the dual dimensions of speaking: speech competence and speech performance. It starts with a historical review of the conceptual development of the competence and performance construct. Speech competence and speech performance, as two key terms in this book, are later proposed and defined a...
Chapter
This chapter critically reviews major theoretical and conceptual frameworks relating to L2 speech production. These include the Affective Filter Hypothesis, automaticity, the L2 Willingness to Communicate (WTC) Model, the L2 Motivational Self System (L2MSS), and L2 speech production models. The contributions and limitations of each hypothesis or th...
Chapter
This chapter presents a systematic literature review in relation to the development of L2 learning and speaking from cognitive, affective, and sociocultural perspectives. Multilingualism has also been briefly reviewed.
Chapter
This book explored the underlying reasons for the discrepancy between CSL multilinguals’ speech competence and speech performance from cognitive, affective, and sociocultural perspectives.
Article
Full-text available
This study focuses on preservice Chinese-as-a-second/foreign-language (L2 Chinese) teachers with a theoretical perspective based on prior technology acceptance research in the educational context, to investigate factors influencing preservice L2 Chinese teachers’ intention to use educational technology in their future classrooms. Six relevant const...
Article
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How languages are processed and represented in our brains has been extensively explored in the field of cognitive and neurocognitive science (Carreiras 2010; Faust 2012). However, there is a lack of comprehensive review of second language (L2) processing, particularly in the fields of L2 acquisition and applied linguistics. Jiang’s (2018) Second La...
Article
Full-text available
To date, research has been undertaken to reveal factors contributing to learners’ second/foreign language (L2) speaking and/or learning at particular points in time in separate studies from cognitive, affective, and socio-cultural perspectives as individual variables. Nonetheless, little research has concurrently investigated L2 speaking with the s...
Article
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21世纪新西兰基础教育变革的政策路径包括:设定和修改国家课程与国家标准;提升师范教育质量,促进教师专业发展;确保兼顾公平与品质。借鉴21世纪新西兰基础教育变革的政策路径,我国应建构统一且弹性的大纲与标准;实施富有可行性的师资培训;发展公平与品质兼顾的基础教育。21世纪新西兰基础教育变革的学生路径包括发展综合素质和学科素养。参照新西兰基础教育变革的学生路径,应培育与时俱进的综合素质,更加注重全民的学科素养。
Conference Paper
This review systematically presents research on factors contributing to L2 Chinese speech production. Three databases were searched resulting in 44 relevant studies. After screening, a total of 22 studies were selected for analysis. Three categorical perspectives were identified with regard to research on factors contributing to L2 Chinese speech p...
Article
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This study explored the congruence and disparities among three groups of foreign language (Chinese, French, and German) students’ and teachers’ perceptions of collaborative/cooperative language learning (CLL) strategies in novice-level classroom contexts. A total of 168 participants from a university in the USA took part in this mixed-method study....
Article
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This study revisited Reid's (1987) perceptual learning style preference questionnaire (PLSPQ) in an attempt to answer whether the PLSPQ fits in the Chinese-as-a-second-language (CSL) context. If not, what are CSL learners' learning styles drawing on the PLSPQ? The PLSPQ was first re-examined through reliability analysis and confirmatory factor anal...
Article
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This study was designed to validate a multidimensional structure of writing self-efficacy in English as a foreign language contexts, conceptualized in self-regulated learning theory and social cognitive theory. The Second Language Writer Self-Efficacy Scale was developed and evaluated through a series of rigorous validation procedures. The research...
Article
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口头纠正性反馈包括直接更正、元语言反馈、重铸、要求澄清、重复错误和诱导这六种方式。大量研究表明口头纠正性反馈对学习者语言能力的提升具有积极作用。性格特征,作为一个人的心理认同,具有相对稳定的特性,尤其就成年人而言。众多研究表明性格特征能够影响一个人第二语言的习得。然而,口头纠正性反馈与性格特征之间的关系却未能引起广泛重视。本文通过问卷调查、课堂录音和个别访谈三种方式考察了师生性格特征与口头纠正性反馈之间的关系。研究结果表明:(1)性格特征在一定程度上会影响教师口头纠正性反馈的纠错力度,但并不影响教师对不同类型偏误所持的纠错态度及反馈方式的总体选择。(2)师生就口头纠正性反馈方式所持的态度不尽相同,尤其在“直接更正”、“重铸”和“重复错误”方式上。(3)不同性格特征的教师和学生在口头纠正性反馈...
Article
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Culture, as an essential part of language, cannot be independent from language teaching. To date, there are over 100 million Chinese as second/foreign language learners around the world, and the number is continuously growing. It is, therefore, of great importance to handle well the relationship between Chinese cultural transmission and internation...
Article
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Language learning strategies have drawn researchers’ substantial attention since Rubin’s (1975) and Stern’s (1975) studies on “good language learners”. Nevertheless, research pertaining to speaking strategies is inadequate, especially in relation to learning Chinese as second/foreign language (CSL/CFL). This study, therefore, seeks to address this...
Article
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This research explored the congruence and disparity between teachers’ and students’ attitudes towards French as a second language (L2) teaching strategies in a non-target language classroom context in the USA. The findings suggest students’ and teachers’ attitudes towards the direct and indirect teaching strategies were generally consistent, but no...
Article
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教师课堂教学策略的设计和实施是第二语言课堂教学成功的关键所在。本 文通过对教学策略进行简要的文献梳理和总结,就汉语国际推广背景下的 汉语作为第二语言/外语(CSL/CFL)的课堂教学策略进行了狭义和广义范 围上的具体归类,包括直接教学策略、间接教学策略和合作教学策略。本 文同时基于Bloom的教育目标分类(taxonomy)就广义上的CSL/CFL课堂 教学策略在设计和实施方面进行了初步探讨与具体展示。总之,本文旨在 尝试理出一个具有一定代表意义的CSL/CFL课堂教学策略分类,以期能为 非目的语环境下CSL/CFL教师在丰富其教学策略的应用上能有所启迪。 A good design and implementation of teaching strategies is pivotal...
Article
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This paper comparatively investigated the L2 Chinese, French and German teaching strategies in a non-target language environment via questionnaire, classroom observation and teacher interview. The conclusions are as follows: (1) The use of teaching strategies of the L2 Chinese teachers is much less than that of L2 French and L2 German teachers, esp...

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