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 participles, 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.
