Pedagogical Grammar and Grammar Pedagogy in Chinese as a Second Language

Description

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 isa 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. Cover Half Title Title Copyright Dedication Contents Acknowledgements List of Contributors List of Figures Part I Overview 1 An Overview: Inquiry Scopes and Objectives Part II Grammatical Approaches to Chinese Pedagogy 2 A Cognition-Based Functional Approach to Chinese Word Order Problems: A Case of the Presentative Sentences 3 Building Collocational Knowledge Between Lexicon and Grammar 4 A Parallel Construction Approach to Teaching the Chinese ‘Give’ Construction 5 A Continuum Study of Chinese V N Verbal Compounds and Its Pedagogical Implications 6 Conversational Style and Omissions in Classical Chinese and Their Implications for Classical Chinese Grammar Pedagogy Part 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 8 Morphological Property and Polysemy in Character Recognition in Chinese as a Foreign Language 9 Facilitative Effects of Form-Focused Tasks on Teaching and Learning Chinese Aspect Marker le 10 Discourse Markers in Mandarin L1 and Italian L2 Monologue Production and Their Pedagogical Implications 11 Instructed L2 Acquisition of Different Form – Meaning Mappings of the Chinese Ba-Construction 12 The Acquisition of Durative Marker zhe in Chinese as a Second Language Index