ABSTRACT
Language study abroad in China has grown quickly and steadily since the late 1970s. This chapter outlines the contemporary research on the learning of Chinese in study abroad contexts, focusing on programs with clear goals related to language education, often linked to home-based degrees or qualifications. Three broad categories of research are reviewed, namely studies documenting the language-related outcomes of study abroad; research on social, psychological, affective, or identity-related factors; and qualitative investigation of the nature of language learning contexts and processes. Various pedagogical implications of the research as well as avenues for further research are explored.
