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Socialization into Shumianyu in Advanced Chinese as Foreign Language Classrooms.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Socialization into Shumianyu in Advanced Chinese as Foreign Language Classrooms./
Author:	Bao, Yingling.
Description:	1 online resource (316 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-11, Section: A.
Contained By:	Dissertations Abstracts International84-11A.
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9798379537159

Socialization into Shumianyu in Advanced Chinese as Foreign Language Classrooms.
Bao, Yingling.

Socialization into Shumianyu in Advanced Chinese as Foreign Language Classrooms. - 1 online resource (316 pages)

Source: Dissertations Abstracts International, Volume: 84-11, Section: A.

Thesis (Ph.D.)--Indiana University, 2023.

Includes bibliographical references

Shumianyu, the language of schooling, or the literate language/style in the Chinese context is often acquired through and required for advanced literacy tasks, such as reading authentic materials, and writing papers. Using language socialization as its theoretical framework, this study explores how students in two advanced L2 Chinese courses are socialized into using shumianyu and the ideologies of shumianyu. By adopting a holistic, ethnographic perspective, this study documents the role of various socialization practices, including modeling and drilling, and feedback (i.e., praise, criticism, and reformulation), in the acquisition of shumianyu, as well as the ideologies that inform these practices, based on data from natural discourse in the classroom setting, interviews, student essays, and other artifacts. Drawing from the Douglas Fir Group (2016), the ideological structure at the macro level is partly motivated by an elite view of foreign language learning and partly by the Chinese literacy tradition. At the micro level of classroom interactions, findings show how various socialization practices support advanced language/literacy development, as well as contributing to acquiring cultural knowledge and new identities as educated language user in the target community. While most L2 learners accept the socialization goals, new understandings of shumianyu (e.g., shumianyu being pretentious) and some resistances have emerged as these learners use shumianyu with peers of native speakers outside classroom, thus challenging the idea of what advanced Chinese means.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379537159Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

Advanced language/literacyIndex Terms--Genre/Form:

554714
Electronic books.

Socialization into Shumianyu in Advanced Chinese as Foreign Language Classrooms.
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520 $a Shumianyu, the language of schooling, or the literate language/style in the Chinese context is often acquired through and required for advanced literacy tasks, such as reading authentic materials, and writing papers. Using language socialization as its theoretical framework, this study explores how students in two advanced L2 Chinese courses are socialized into using shumianyu and the ideologies of shumianyu. By adopting a holistic, ethnographic perspective, this study documents the role of various socialization practices, including modeling and drilling, and feedback (i.e., praise, criticism, and reformulation), in the acquisition of shumianyu, as well as the ideologies that inform these practices, based on data from natural discourse in the classroom setting, interviews, student essays, and other artifacts. Drawing from the Douglas Fir Group (2016), the ideological structure at the macro level is partly motivated by an elite view of foreign language learning and partly by the Chinese literacy tradition. At the micro level of classroom interactions, findings show how various socialization practices support advanced language/literacy development, as well as contributing to acquiring cultural knowledge and new identities as educated language user in the target community. While most L2 learners accept the socialization goals, new understandings of shumianyu (e.g., shumianyu being pretentious) and some resistances have emerged as these learners use shumianyu with peers of native speakers outside classroom, thus challenging the idea of what advanced Chinese means.
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