This edited volume focuses on writing Chinese as a second language
(L2). It provides readers with cutting-edge empirical research and
insightful teaching methods and strategies for effectively
developing L2 writing competence in L2 Chinese classroom contexts.
The themes encompass heritage versus foreign language writers,
individual versus collaborative writing, writing as process versus
writing as product, writing-focused intervention and written
corrective feedback in L2 Chinese classrooms, as well as online
writing instruction during and beyond the pandemic. In addition to
providing meaningful and innovative contributions for graduate
students and researchers who wish to further explore learners'
writing development in L2 Chinese, each chapter offers practical,
detailed and insightful pedagogical recommendations to assist
language teachers and educators, graduate students and research
scholars in making well-informed decisions on writing instruction
in L2 Chinese and to facilitate the implementation of
writing-focused activities within classrooms.
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