Integrating Chinese Linguistic Research and Language Teaching and Learning

ORCID logoHongyin Tao | University of California, Los Angeles
ISBN 9789027201874 | EUR 99.00 | USD 149.00
ISBN 9789027266354 | EUR 99.00 | USD 149.00
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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 particles, 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.
[Studies in Chinese Language and Discourse, 7] 2016.  xviii, 239 pp.
Publishing status: Available
Table of Contents
“There is growing interest globally in the processes associated with the learning, teaching, and use of Chinese language(s) by children, adolescents, and adults. Hongyin Tao’s timely edited volume brings together current research by linguists and applied linguists who draw on a range of theoretical, methodological, and pedagogical approaches to study various aspects of Mandarin acquisition. Contributors’ research is informed by principles from generative or functional grammar, psycholinguistic or discursive processing and performance, and corpus-based analyses of register variation and the distribution of linguistic structures in oral and/or written texts. By analyzing various linguistic and metalinguistic constructions and forms of knowledge, and considering implications of their research for the teaching and learning of Mandarin, readers are offered insights into the richness of contemporary linguistic/discursive research on Chinese and its relevance to teachers and textbook writers. The book promises to stimulate further applied linguistic research and cross-disciplinary discussion on the teaching and learning of Chinese.”
Integrating Chinese Linguistic Research and Language Teaching and Learning, part of the Studies in Chinese Language and Discourse series, provides a much-needed collection of studies attempting to bridge the divide between Chinese linguistic research and Chinese language instruction”
“This book is an outstanding contribution to the field of Chinese linguistics with works that endeavor to integrate Chinese linguistic theory and teaching. [...] This is definitely a volume that should top the reading list of anyone interested in this line of inquiry.”
Cited by

Cited by 2 other publications

Erbaugh, Mary S.
2019. How the Chinese language encourages the paradigm shift toward discourse in linguistics. Chinese Language and Discourse. An International and Interdisciplinary Journal 10:1  pp. 84 ff. DOI logo
Wright, Clare
2020. Effects of task type on L2 Mandarin fluency development. Journal of Second Language Studies 3:2  pp. 157 ff. DOI logo

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Main BIC Subject

CF/2GDC: Linguistics/Chinese

Main BISAC Subject

LAN020000: LANGUAGE ARTS & DISCIPLINES / Study & Teaching
ONIX Metadata
ONIX 2.1
ONIX 3.0
U.S. Library of Congress Control Number:  2016032924 | Marc record