Integrating Chinese Linguistic Research and Language Teaching and Learning
Hongyin Tao | University of California, Los Angeles
Linguistic research and language teaching have generally been viewed as two separate types of academic endeavor. While linguists have been preoccupied with pattern finding and theory building, language teachers often encounter issues that are not readily addressed by theoretical linguistic research. This collection, with eleven papers touching upon a wide range of issues, stands out as one of the rare concerted efforts toward a meaningful integration of the two endeavors. Subject matters include tone, stress, word structure, grammatical categories (e.g. classifiers), syntactic structures (including argument structure), discourse particles, implicit and explicit knowledge, conversational repair, and learner corpus. With a diverse range of theoretical orientations, this collection serves to showcase some of the productive ways to create synergy between Chinese linguistic research and language education.
[Studies in Chinese Language and Discourse, 7] 2016. xviii, 239 pp.
Publishing status: Available
© John Benjamins
Table of Contents
Contributors | pp. vii–x
Acknowledgments | pp. xi–xii
Integrating Chinese linguistic research and language teaching and learning: An introductionHongyin Tao | pp. xiii–xviii
The emergence of verb argument structure in Mandarin ChineseJidong Chen | pp. 1–12
A corpus linguistics approach to the research and teaching of Chinese as a second language: The case of the ba-constructionHang Du | pp. 13–32
Facilitating language learning: A generative perspectiveYen-hui Audrey Li | pp. 33–58
An ERP study of the processing of Mandarin classifiersZhiying Qian and Susan Garnsey | pp. 59–80
Explicit, implicit and metalinguistic knowledge in L2 ChineseChiara Romagnoli | pp. 81–96
Metalinguistic awareness and self-repair in Chinese language learningLiang Tao | pp. 97–120
De-stressed words in Mandarin: drawing parallel with EnglishHana Třísková | pp. 121–144
Prosody and discourse functions of ranhou 然后: With implications for teaching Mandarin conjunctions at the discourse levelWei Wang | pp. 145–168
Patterns of plural NP + dou (都) expressions in conversational discourse and their pedagogical implicationsHaiping Wu and Hongyin Tao | pp. 169–194
Prominence marking in second language Chinese tonesHang Zhang | pp. 195–214
A multi-dimensional corpus study of mixed compounds in ChineseZheng-sheng Zhang | pp. 215–238
Index | pp. 239–240
“There is growing interest globally in the processes associated with the learning, teaching, and use of Chinese language(s) by children, adolescents, and adults. Hongyin Tao’s timely edited volume brings together current research by linguists and applied linguists who draw on a range of theoretical, methodological, and pedagogical approaches to study various aspects of Mandarin acquisition. Contributors’ research is informed by principles from generative or functional grammar, psycholinguistic or discursive processing and performance, and corpus-based analyses of register variation and the distribution of linguistic structures in oral and/or written texts. By analyzing various linguistic and metalinguistic constructions and forms of knowledge, and considering implications of their research for the teaching and learning of Mandarin, readers are offered insights into the richness of contemporary linguistic/discursive research on Chinese and its relevance to teachers and textbook writers. The book promises to stimulate further applied linguistic research and cross-disciplinary discussion on the teaching and learning of Chinese.”
Patricia A. Duff, University of British Columbia
“Integrating Chinese Linguistic Research and Language Teaching and Learning, part of the Studies in Chinese Language and Discourse series, provides a much-needed collection of studies attempting to bridge the divide between Chinese linguistic research and Chinese language instruction”
Chuanren Ke, The University of Iowa / East China Normal University, in 漢語教學研究—美國中文教師學會學報 / Chinese as a Second Language 52:3 (2017)
“This book is an outstanding contribution to the field of Chinese linguistics with works that endeavor to integrate Chinese linguistic theory and teaching. [...] This is definitely a volume that should top the reading list of anyone interested in this line of inquiry.”
Miao-Hsia Chang, National Taiwan Normal University, in Taiwan Journal of Linguistics Vol. 16:1 (2018)
Cited by 2 other publications
Erbaugh, Mary S.
2019. How the Chinese language encourages the paradigm shift toward discourse in linguistics. Chinese Language and Discourse. An International and Interdisciplinary Journal 10:1 ► pp. 84 ff.
2020. Effects of task type on L2 Mandarin fluency development. Journal of Second Language Studies 3:2 ► pp. 157 ff.
This list is based on CrossRef data as of 15 september 2023. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.
Main BIC Subject
Main BISAC Subject
LAN020000: LANGUAGE ARTS & DISCIPLINES / Study & Teaching