Pedagogical Grammar and Grammar Pedagogy in Chinese as a Second Language

1. Auflage 2022
ISBN: 978-0-367-75246-0
Verlag: Routledge

Buch, Englisch, 280 Seiten, Format (B × H): 161 mm x 240 mm, Gewicht: 540 g

Pedagogical Grammar and Grammar Pedagogy in Chinese as a Second Language is the first book in the field of Chinese as a second language that brings together one overview article and eleven research studies surrounding the key words "grammar" "pedagogy" and "Chinese as a second language."

The book is a dedication to the 60th anniversary of the Chinese Language Teachers Association – U.S. The studies included draw on different theoretical frameworks, adopt a range of methodological strategies, and address the questions of how grammatical knowledge should be effectively presented and in what capacity grammar competence could be better developed in and outside classrooms, based on which pedagogical recommendations and implications are advanced. The publication of this monograph is aimed at three goals: to promote a dialogue between the field of Chinese as a second language and general field of second/foreign language teaching and learning; to bridge a link among researchers in Chinese linguistics and Chinese applied linguistics; and to establish a closer tie between research and classroom practices in L2 Chinese.

This monograph is intended for Chinese instructors, teacher educators, and graduate students and ideally suited for graduate courses and teacher training programs. It also provides insights for curriculum developers, material writers, and administrators.

Zielgruppe

Academic

Autoren/Hrsg.

Yuan, Fangyuan

He, Baozhang

Hu, Wenze

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik

Inhaltsverzeichnis

Contents

Acknowledgements

List of Contributors

List of Figures

I. Overview

1. An Overview: Inquiry Scopes and Objectives Fangyuan Yuan

II. Grammatical Approaches to Chinese Pedagogy

2. A Cognition-based Functional Approach to Chinese Word Order Problems: A Case of the Presentative Sentences Wenze Hu

3. Building Collocational Knowledge between Lexicon and Grammar Jun Lang, Zhuo Jing-Schmidt

4. A Parallel Construction Approach to Teaching the Chinese give Construction Ming Chew Teo

5. A Continuum Study of Chinese VN Verbal Compounds and its Pedagogical Implications Hsin-hung Yeh

6. Conversational Style and Omissions in Classical Chinese and their Implications for Classical Chinese Grammar Pedagogy Sue-mei Wu

III. Linguistic Development, Language Proficiency and Grammar Pedagogy

7. Learner Errors and L2 Processing in Chinese Verb Complements of Manner/state: A Corpus-based Constructional Approach Hong Gang Jin, Jie Zhang Hongyin Tao

8. Morphological Property and Polysemy in Character Recognition in Chinese as a Foreign Language Yi Xu, Lin Chen

9. Facilitative Effects of Form-focused Tasks on Teaching and Learning Chinese Aspect le Fangyuan Yuan

10. Discourse Markers in Mandarin L1 and Italian L2 Monologue Production and their Pedagogical Implications Chiara Romagnoli, Hongyin Tao

11. Instructed L2 Acquisition of Different Form–meaning Mappings of the Chinese ba-construction Yupeng Kou

12. The Acquisition of Durative Marker -zhe in Chinese as a Second Language Yu Liu

Index

Über Autor(innen)

Fangyuan Yuan is Professor of Chinese in the Languages and Cultures Department at the U.S. Naval Academy, and President of the Chinese Language Teachers Association - U.S. (2019-2020)

Baozhang He is Associate Professor emeritus at College of the Holy Cross; President of the Chinese Language Teachers Association - U.S. (2018-2019)

Wenze Hu is Associate Professor of Chinese in the Languages and Cultures Department at the U.S. Naval Academy