Runqing Qi

• Ph.D. in Second Language Acquisition
• Assistant Teaching Professor at University of Colorado Boulder

For second language (L2) learners of Chinese who are native speakers of alphabetic languages, it is common that even after years of learning, reading discourse-length authentic Chinese texts (e.g., newspaper articles and novels) is still an intimidating, laborious, and frustrating task. Two factors, among others, contribute to this problem. One is...

A poem written in Chinese and translated into English, published on the Boundless Volume 4 presented by the Translate Iowa Project

A literature review of definitions of authentic texts in the field of second language acquisition

The study explored how did advanced English L2 learners acquire the two uses of the word "this". The first use is as a deictic modifier, like in "Have you ever read THIS book?" The second use is as an indefinite specific modifier, like in the dialogue, "A: It looks like you did not sleep well last night? B: Guess what? There is THIS crazy man who l...

The purpose of this study is to investigate L2 Chinese learners’ perceptions of interacting with Recap (a web-based video prompt online discussion platform) utilizing an online discussion activity that integrated three communicative modes (presentational, interpretive, and interpersonal). Five third-year Chinese college students participated in the...

本文主要对比手写与拼音打字这两种不同的课后汉字练习方式对学生汉字认读的影 响。通过问卷和实验发现，手写组学生在联系形音义三方面的汉字认读情况均优于拼音 打字组学生。初步结果表明手写汉字的练习可能是中文作为第二语言教学过程中不可或 缺的一环，不应完全被拼音打字取代。 关键词: 中文教学 手写汉字 拼音打字 汉字认读