Actions for Integrating Chinese linguistic research and language teaching and learning

Email RIS file
Bookmark
Report an Issue

Integrating Chinese linguistic research and language teaching and learning / edited by Hongyin Tao

Conference Author
North American Conference on Chinese Linguistics (27th : 2015 : University of California, Los Angeles)
Additional Titles
Proceedings of the 27th North American Conference on Chinese Linguistics, NACCL-27 and NACCL-27
Published
Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2016]
Physical Description
1 online resource
Additional Creators
Tao, Hongyin, 1962-
Access Online

Availability

I Want It
I Want It

Finding items...

Series
Contents
Integrating Chinese Linguistic Research and Language Teaching and Learning; Editorial page; Title page; LCC data; Table of contents; Contributors ; Acknowledgments; Integrating Chinese Linguistic Research and Language Teaching and Learning; Refrences; The Emergence of Verb Argument Structure in Mandarin Chinese; 0. Introduction; 1. The current study; 1.1 Data; 1.2 Coding; 1.3 Results; 2. Discussion and conclusion; References; A corpus linguistics approach to the research and teaching of Chinese as a second language; 0. Introduction; 1. Literature Review., 1.1 Corpus Linguistics Research in Chinese and Applied Linguistics1.2 The ba-construction; 1.3 Contrastive Interlanguage Analysis (CIA); 2. Research questions; 3. Methods; 3.1 Learner Corpora; 3.1.1 Written Corpus; 3.1.2 Spoken Corpus; 3.2 Reference Corpora (Native Corpora); 3.2.1 Written Native Corpora; 3.2.2 Spoken Native Corpora; 3.3 Analyses; 3.4 Computer adaptive Chinese proficiency test; 4. Results; 4.1 Written corpus: Journals; 4.2 Spoken corpus of the six students who studied in China for a year; 4.3 Comparison of normalized frequencies of ba between Learner and native corpora., 4.4 Ba used by the six yearlong students over time4.5 Computer Proficiency Test Scores of the Six Yearlong Students; 5. Discussion; 6. Pedagogical Implications; 7. Further research; 8. Conclusion; References; Online corpora used or cited; Facilitating language learning; 0. Introduction; 1. Generative theory and language teaching -- issues; 2. Fundamentals of generative linguistic theory; 3. Pedagogical implications; 3.1 The "what" of teaching; 3.2 Teaching methodologies; 4. Possible implementations; 5. Linguistic research and universal grammar; 6. Conclusion; Acknowledgments; References., An ERP Study of the Processing of Mandarin Classifiers0. Introduction; 1. Method; 1.1 Participants; 1.2 Materials and design; 1.3 Procedure; 1.4 EEG Recording and Data Analysis; 2. Results; 2.1 Match vs. Mismatch; 2.2 Match vs. Missing; 3. Discussion and conclusion; 3.1 Match vs Mismatch; 3.2 Match vs Missing; 3.3 Pedagogical implications; Notes; References; Explicit, Implicit and Metalinguistic Knowledge in L2 Chinese; 0. Introduction; 1. Theoretical background and literature review; 2. Research Questions; 3. Method; 3.1 Participants; 3.2 Instruments; 3.3 Material; 3.4 Scoring; 4. Results., 5. Discussion6. Conclusion; References; Appendix 1; Appendix 2; Metalinguistic awareness and self-repair in Chinese language learning; 1. Introduction ; 2. Self-initiated self-repair; 2.1 The road to language proficiency; 2.2 The present study; 3. Repair by Beginning Chinese Learners; 3.1 Subjects and materials; 3.2 Repair from the beginning Chinese students; 3.2.1 Usage Frequency and Chunking; 3.2.2 Production Problems; 3.2.3 L1 influence and repair; 3.2.4 Speech error and repair; 3.2.5 Interim summary; 4. Conclusion, what is hard to learn is better remembered!; References; Appendix., and 4.3 The choice between full and reduced forms -- 4.4 The membership of the group of cliticoids -- 4.5 A comparison of the Chinese cliticoids and English words with weak forms -- 4.6 The cliticoids in Chinese language teaching -- 5. Conclusion -- References -- Prosody and discourse functions of ranhou 然后 -- 0. Introduction -- 1. Data and methodology -- 2. Discourse functions -- 2.1 TCU extensions -- 2.2 Turn continuation -- 2.3 New turn initiation -- 3. Correlation between prosody and discourse functions -- 3.1 TCU extension and prosody -- 3.2 Turn continuation and prosody -- 3.3 New turn initiation -- 3.4 Interim summary -- 4. Teaching discourse functions and prosody -- 4.1 Transforming linguistic findings pedagogically -- 4.2 Teaching discourse features in the classroom -- 4.2.1 Perception exercise -- 4.2.2 Production exercise -- 5. Conclusion -- References -- Patterns of plural NP + dou () expressions in conversational discourse and their pedagogical implications* -- 1. Introduction -- 2. Previous studies on dou -- 3. Data and distribution of categories -- 3.1 Data -- 3.2 Coding -- 3.3 Frequency of dou-expressions in terms of the associated NP form -- 3.4 (Inter)subjectivity versus objectivity -- 4. Interactive functions -- 4.1 A rapport-building device to create solidarity among co-participants -- 4.2 A backgrounding device for projecting perspectives -- 4.3 A persuasive device to strengthen the speaker's argument and win over the addressee -- 4.4 A mitigation device to reconcile conflicting stances -- 4.5 Interim Summary -- 5. Implications for Chinese language teaching -- 5.1 Teaching-material design -- 5.2 Sample classroom activity -- 5.3 Evaluation and assessment -- 5.4 Interim summary -- 6. Conclusions -- References -- Appendix I -- Transcription Conventions: -- Appendix II -- Abbreviations.
Subject(s)
Genre(s)
ISBN
9789027266354 (pdf)
9027266352 (pdf)
9789027201874 (hb ; alk. paper)
9027201870
Note
"This collection, with eleven papers mostly presented at the 27th North American Conference on Chinese Linguistics (NACCL-27), held at UCLA in April 2015, stands as one of the rare concerted efforts toward a meaningful integration of theory and practice."
Bibliography Note
Includes bibliographical references and index.
View MARC record | catkey: 43653714