"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 addressthe 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"--
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."
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 Formmeaning Mappings of the
Chinese ba-construction Yupeng Kou
12. The Acquisition of Durative Marker -zhe in Chinese as a Second Language
Yu Liu
Index
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
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