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E-raamat: Introducing Chinese Linguistics: A handbook for Chinese language teachers and learners

(University of Memphis), (George Washington University)
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Introducing Chinese Linguistics: A handbook for Chinese language teachers and learnersSuurem pilt
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"This book provides a comprehensive introduction to the fundamentals of Chinese linguistics, including the core components of phonetics and phonology, morphology, syntax, writing system, and social cultural aspects of the language. It also discusses key features of Chinese language acquisition in each of these areas, highlighting common difficulties and obstacles adult learners encounter as revealed in language acquisition research. The integration of basic linguistic knowledge with language acquisition findings provides valuable resources for both current and aspiring Chinese language teachers, and serious learners of Chinese as a second language. Exercise questions included in each chapter serve to reinforce the concepts of Chinese linguistics. The book is designed to not only enhance Chinese learners' linguistic awareness but also provide language teachers with pedagogical preparation and assistance. While this book can be used as a textbook for an introductory Chinese linguistics course, it is also beneficial to the broader range of readers who are interested in Chinese linguistics"--

This book provides a comprehensive introduction to the fundamentals of Chinese linguistics, including the core components of phonetics and phonology, morphology, syntax, writing system, and social cultural aspects of the language. It also discusses key features of Chinese language acquisition in each of these areas, highlighting common difficulties and obstacles adult learners encounter as revealed in language acquisition research. The integration of basic linguistic knowledge with language acquisition findings provides valuable resources for both current and aspiring Chinese language teachers, and serious learners of Chinese as a second language. Exercise questions included in each chapter serve to reinforce the concepts of Chinese linguistics. The book is designed to not only enhance Chinese learners’ linguistic awareness but also provide language teachers with pedagogical preparation and assistance. While this book can be used as a textbook for an introductory Chinese linguistics course, it is also beneficial to the broader range of readers who are interested in Chinese linguistics.

Arvustused

Introducing Chinese Linguistics: A handbook for Chinese language teachers and learners (henceforth ICL) provides a comprehensive, accessible and innovative introduction to Chinese linguistics, covering key topics such as Chinese phonetics, phonology, morphology, syntax, the writing system and the role of social and cultural factors in Chinese language use. [ ...] ICL is an exciting addition to the field of Chinese linguistics and the field of teaching Chinese as a second language. The authors demonstrate tremendous knowledge of the Chinese language and L2 Mandarin Chinese learners common challenges. The clear and unique pathway from general linguistics to Chinese linguistics and then to Chinese second language acquisition and Chinese language pedagogy make this volume an excellent textbook for Chinese language teacher training programs. I also highly recommend this book to all serious learners of Chinese as a second language and readers who are interested in Chinese linguistics. Moreover, this volume also serves well as a resource book for current and prospective Chinese language teachers and researchers in Chinese grammar, linguistics and language pedagogy. -- Han Luo, Lafayette College, in Chinese as a Second Language, 58:1 (2023).

List of abbreviations
xi
Preface xiii
Structure of the book xiii
Readership xiv
To the Chinese language teacher xv
To the Chinese language student xvi
To the Chinese linguistics teacher xvi
Acknowledgements xix
Chapter 1 Introduction to linguistics and Chinese language
1(24)
1.1 Basic concepts of general linguistics
1(6)
1.1.1 What is language
1(4)
1.1.2 What is linguistics
5(1)
1.1.2.1 Some basic distinctions in linguistics
5(1)
1.1.2.2 The scope of linguistics
6(1)
1.2 Second language acquisition
7(4)
1.2.1 Linguistics and language teaching
7(1)
1.2.2 Interlanguage
8(1)
1.2.3 First language transfer
9(1)
1.2.4 L2 developmental errors
10(1)
1.2.5 Universal constraints and individual differences
10(1)
1.3 The Chinese language and dialects
11(6)
1.3.1 The terms
12(1)
1.3.2 The seven major dialects
13(1)
1.3.2.1 Mandarin (Northern dialects)
14(1)
1.3.2.2 Southern dialects
15(1)
1.3.3 Lingua franca
16(1)
1.4 The creation of the modern standard Chinese
17(4)
Further readings
21(1)
Exercises
21(4)
Chapter 2 Phonetics and phonology (I): Segmental features
25(30)
2.1 Basic concepts of phonetics and phonology
26(1)
2.2 Chinese syllables and segmental phonemes
27(13)
2.2.1 Initials
29(2)
2.2.2 Finals
31(1)
2.2.2.1 Medial and the sihu classification system
32(2)
2.2.2.2 Main vowels
34(1)
2.2.2.3 Syllabic terminals
35(1)
2.2.2.4 Rhotacization
36(1)
2.2.3 Discrepancies between Pinyin spelling and pronunciation
37(1)
2.2.4 English-Chinese transliteration
38(2)
2.3 A historical view of Chinese sound annotation systems
40(4)
2.3.1 Fanqie
40(1)
2.3.2 Zhiiyin zimu/fuhao
40(1)
2.3.3 Wade-Giles system (r)
41(1)
2.3.4 National romanization (Gwoyeu Romatzyh Ella)
42(1)
2.3.5 Hanyu Pinyin
43(1)
2.4 Second language acquisition of Chinese segments
44(3)
2.4.1 L2 acquisition of vowels
44(1)
2.4.2 L2 acquisition of consonants
45(1)
2.4.3 Use of sound annotation systems in L2 acquisition of Mandarin
46(1)
Further readings
47(1)
Exercises
48(7)
Chapter 3 Phonetics and phonology (II): Suprasegmental features
55(32)
3.1 Introduction
55(2)
3.1.1 What is a tone language?
55(1)
3.1.2 Pitch
56(1)
3.2 Four Chinese phonemic tones: Citation form
57(3)
3.2.1 Phonetic properties and phonological representations of four tones
57(2)
3.2.2 Neutral tone
59(1)
3.3 Tones in context: Tone variations in connected speech
60(9)
3.3.1 The variants of Tone 3 and the Tone 3 Sandhi
61(1)
3.3.1.1 The Short-T3 and Long-T3
61(2)
3.3.1.2 The T3 Sandhi
63(4)
3.3.2 Required tone sandhi: yi and bit
67(1)
3.3.3 Other tone-change processes
67(2)
3.4 Stress and intonation in Mandarin Chinese
69(3)
3.4.1 Word-level stress
69(1)
3.4.2 Sentence-level stress and sentence-final intonation
69(1)
3.4.2.1 Contrastive stress in sentences
70(1)
3.4.2.2 Unstress Chinese syllables
71(1)
3.4.2.3 Sentence final intonation patterns
71(1)
3.5 The acquisition of Mandarin Chinese tones
72(8)
3.5.1 Second language perception of Mandarin tones
73(1)
3.5.2 Four common difficulties in L2 tone production
74(1)
3.5.2.1 Issues related to the pitch range
74(1)
3.5.2.2 The Tone 3
75(1)
3.5.2.3 The tone pairs
76(1)
3.5.2.4 The production of Tone 2 in sequences T2-T1 and T2-T4
77(1)
3.5.3 General pedagogical suggestions on L2 Chinese prosody training
78(2)
Further readings
80(1)
Exercises
81(6)
Chapter 4 Chinese morphology
87(42)
4.1 Basic concepts in morphology
87(3)
4.1.1 Knowledge of words
87(1)
4.1.2 Morphemes: The minimal units of meaning
88(2)
4.2 Morphological process: Compounding
90(11)
4.2.1 Common types of compounds
92(4)
4.2.2 Difficulties in learning Verb-Object compounds
96(1)
4.2.2.1 Taking a direct object
97(3)
4.2.2.2 Separation of V-O constituents
100(1)
4.3 Morphological process: Affixation
101(8)
4.3.1 Derivational affixes
102(1)
4.3.1.1 Prefixes
102(1)
4.3.1.2 Infixes
103(1)
4.3.1.3 Suffixes
104(2)
4.3.2 Inflection-like morphemes
106(3)
4.4 Morphological process: Reduplication
109(4)
4.4.1 Reduplication of volitional verbs
109(1)
4.4.2 Reduplication of adjectives
110(2)
4.4.3 Reduplication of measure words (classifiers) and kinship terms
112(1)
4.5 Second language acquisition of Chinese vocabulary
113(8)
4.5.1 Approaches of L2 vocabulary development
114(1)
4.5.1.1 Aspects of vocabulary for L2 acquisition
114(2)
4.5.1.2 Several issues in the L2 Chinese vocabulary development
116(2)
4.5.2 Teaching Chinese vocabulary
118(1)
4.5.3 Learning strategies of vocabulary
119(2)
Further readings
121(1)
Exercises
122(7)
Chapter 5 Chinese syntax I
129(50)
5.1 Lexical categories, linear order, and constituency
129(5)
5.2 Chinese noun phrase
134(9)
5.2.1 Classifiers and mass vs. count
134(2)
5.2.2 Definiteness and referentiality
136(2)
5.2.3 Nominal modifiers
138(5)
5.3 Chinese verb phrase
143(23)
5.3.1 Post-verbal constituents
143(1)
5.3.1.1 Objects and transitivity of verbs
143(3)
5.3.1.2 V-de structure
146(1)
5.3.1.3 Frequency and duration phrases
147(3)
5.3.1.4 Locative and directional phrases following certain verbs
150(2)
5.3.2 Pre-verbal constituents
152(1)
5.3.2.1 Manner and negation adverbs, and adverbs expressing a speaker's judgement
152(4)
5.3.2.2 Modals
156(1)
5.3.2.3 Prepositional phrases
157(1)
5.3.3 Aspect markers
158(2)
5.3.3.1 Perfective aspect marker -le
160(2)
5.3.3.2 Experiential aspect marker -gub
162(1)
5.3.3.3 Progressive aspect marker zdi
163(1)
5.3.3.4 Durative aspect marker -zhe
164(2)
5.4 Acquisition of Chinese noun phrases, verb complements and aspect marker -le
166(7)
5.4.1 Acquisition of Chinese noun phrases
166(1)
5.4.1.1 Acquisition of Chinese classifiers
167(1)
5.4.1.2 Acquisition of Chinese relative clauses
168(1)
5.4.2 Acquisition of verb complements
169(2)
5.4.3 Acquisition of aspect marker -le
171(2)
Further reading
173(1)
Exercises
173(6)
Chapter 6 Chinese syntax II
179(38)
6.1 Sentence types
179(15)
6.1.1 Declarative sentences
179(1)
6.1.1.1 Subject, predicate, topic and comment
179(5)
6.1.1.2 Sentence final particles in declarative sentences
184(3)
6.1.2 Interrogative sentences
187(3)
6.1.3 Imperative sentences
190(2)
6.1.4 Complex and compound sentences
192(2)
6.2 Serial verb constructions
194(3)
6.2.1 Type one: Simultaneous or consecutive actions
194(1)
6.2.2 Type two: Causative construction
195(2)
6.3 Verb copying construction
197(4)
6.4 The bd construction
201(6)
6.4.1 Characteristics of the NPs following bd
202(2)
6.4.2 Characteristics of the VPs in the bd construction
204(1)
6.4.3 Discourse function of the bd construction
205(2)
6.5 The bei passive construction
207(2)
6.6 Acquisition of the Chinese bd and bei constructions
209(3)
6.6.1 Acquisition of the bd construction
209(2)
6.6.2 Acquisition of the bei passive construction
211(1)
Further reading
212(1)
Exercises
213(4)
Chapter 7 Chinese writing system
217(20)
7.1 History of Chinese script
217(2)
7.2 Formation of Chinese characters
219(4)
7.3 Strokes, components and radicals of Chinese characters
223(3)
7.4 Chinese script reforms
226(2)
7.5 Learning and teaching of Chinese characters
228(4)
7.5.1 Structural awareness in character learning
228(1)
7.5.2 Learners' strategies
229(1)
7.5.3 Pedagogical implications
230(1)
7.5.4 Handwriting and Pinyin-typing
231(1)
Further reading
232(1)
Exercises
233(4)
Chapter 8 Chinese language in its social context
237(28)
8.1 Introduction to Chinese pragmatics
237(9)
8.1.1 Context and direct/indirect speech acts
237(2)
8.1.2 Speech acts in Chinese
239(1)
8.1.2.1 Expressing gratitude
239(2)
8.1.2.2 Making requests
241(2)
8.1.2.3 Making apologies
243(3)
8.2 Chinese language variation
246(3)
8.2.1 Introduction to Chinese language variation
246(1)
8.2.2 Gender and Chinese language
247(1)
8.2.2.1 Gender differentiation in Chinese language
247(1)
8.2.2.2 Gender differences in Chinese language use
247(2)
8.3 Chinese language contact
249(2)
8.4 Chinese Internet language
251(5)
8.4.1 Chinese Internet lexicon
253(2)
8.4.2 Features of Chinese Internet language
255(1)
8.5 Chinese pragmatics acquisition and second language socialization
256(5)
8.5.1 Factors affecting the acquisition of Chinese pragmatic skills
257(2)
8.5.2 Research of Chinese socialization by learners
259(1)
8.5.3 Pedagogical implications
260(1)
Further reading
261(1)
Exercises
261(4)
References 265(12)
Index 277
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