Kun Shan (Carolyn) Lee
  • Kun Shan (Carolyn) Lee

  • Professor of the Practice & Director of Chinese Language Program,
  • Asian & Middle Eastern Studies
  • 207 Franklin Center
  • Campus Box 90414
  • Phone: (919) 681-2684
  • Fax: (919) 681-7871
  • Office Hours: Thur. 1-2:30pm
  • Homepage
  • Secondary web page
  • Specialties

    • Chinese
  • Research Summary

    Chinese as a Second Language Acquisition, Computer Assisted Learning, Cognitive Load Theory
  • Research Description

    Her research interests are development of foreign language curriculum (including study abroad program), second language acquisition, Sociocultural theory, and computer assisted learning.
  • Current Projects

    on-line multimedia teaching materials, teacher training program for DSICP, CFL/CSL education in the study abroad context , curriculum articulation between pre-college CFL curriculum and college CFL curriculum
  • Areas of Interest

    sociocultural theory in the SLA context
    second language acquisition
    Applied Chinese linguistics
    computer assisted learning
    inter-cultural communication
    cognitive load theory
  • Education

      • MA,
      • Department of Asian Languages and Literature,
      • Uuniversity of Iowa, Iowa City, IA,
      • 1993
      • MA,
      • School of Art and Art History,
      • Uuniversity of Iowa, Iowa City, IA,
      • 1992
  • Awards, Honors and Distinctions

      • A personal profile in the portraits section of the 2001 Chanticlee,
      • Class of 2001, Duke University,
      • May 2001
  • Recent Publications

      • Kun-Shan Carolyn Lee, Liang, H.H., Jiao L.W., Wheatley, J..
      • The Routledge Advanced Chinese Multimedia Course: Crossing Cultural Boundaries, 2nd Edition..
      • London and New York:
      • Routledge, Taylor & Francis Group,
      • March, 2014.
      • (Expected publication date: Spring 2014).
      Publication Description

      The book is divided into four thematic units covering popular culture, social change, cultural traditions, and politics and history, with each unit presenting three individual lessons. The volume provides students with a structured course which efficiently supports the transition from an intermediate to an advanced level. The many different texts featured throughout the lessons present interesting and accurate information about contemporary China and introduce students to useful vocabulary, speech patterns, and idiosyncratic language usage.

      • K-S Carolyn Lee, et al..
      • "Instructor’s Resource Manual for The Routledge Advanced Chinese Multimedia Course: Crossing Cultural Boundaries."
      • Routledge, Taylor & Francis Group,
      • March, 2014.
      Publication Description

      The Instructor’s Resource Manual for The Routledge Advanced Chinese Multimedia Course: Crossing Cultural Boundaries includes activity tips, additional exercises, answer keys and the traditional character texts.

      • K-S Carolyn Lee.
      • "Evaluating the placement assessment in a CFL curricula at the University level."
      • 2014.
      Publication Description

      “Placement,” in the context of teaching Chinese as a foreign language (TCFL), in college level often cannot be simply resolved by a single test on foreign language skills: It is a process involving a pre-entry proficiency test, post-entry orientation and continuous adjustment from both the learners and the teachers in and outside of classroom instruction. The placement process, however, has yet to be examined carefully in terms of its implications for learning needs and motivation as well as the challenges that the CFL learner, who had previous exposure in Chinese language education before coming to college, is deemed to take due to the different academic expectations and instructional goals between a pre-college CFL curriculum and a college CFL curriculum. This paper intends to investigate and answer the following research questions: 1) What are the learning needs and motivation in CFL learners who had previous exposure to the Chinese language compared to students who learn Chinese from scratch in college? 2) What should a college CFL program do to prepare learners with previous exposure to Chinese to ensure adequate readiness to enter a CFL classroom in college, specifically during the placement process? Drawing research from second language acquisition and instructional methods, this study will conduct a pilot project with a Chinese language program at an American university and a high school CFL program through a survey, the placement test results, and class observations.

      • K-S Carolyn Lee.
      • "Teaching cross-cultural communication in the CFL context."
      • China and the World Conference: Diversity of Civilization and Cross-cultural Communication, National Humanities Center, Research Triangle Park, North Carolina,
      • October, 2013.
      • K-S Carolyn Lee.
      • "Best practices for a college Chinese Language program."
      • 2013 Southeast Chinese Language Conference, Confucius Institute at NC State, Raleigh, NC,
      • September, 2013.
  • View All Publications
  • Teaching

    • CHINESE 105.001
      • Trent 039A
      • TuTh 11:45 AM-12:45 PM
    • CHINESE 131.001
      • Allen 226
      • TuTh 10:05 AM-11:20 AM
    • CHINESE 131.002
      • Carr 135
      • TuTh 01:25 PM-02:40 PM
    • CHINESE 305.01
      • Trent 038B
      • MWF 10:20 AM-11:35 AM
    • CHINESE 305.02
      • West Duke 08A
      • MWF 08:30 AM-09:45 AM
    • CHINESE 407S.01
      • Bivins 109
      • TuTh 03:05 PM-04:45 PM
    • CHINESE 435S.01
      • Trent 038B
      • TuTh 03:05 PM-04:45 PM
    • CHINESE 455.01
      • Trent 038A
      • M 03:05 PM-05:35 PM
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