This edited volume presents the latest scholarly endeavors to synergize Chinese linguistics with Chinese language education and L2 Chinese acquisition, a direction of inquiry that has emerged as a rapidly developing area and attracted both teaching practitioners and linguists’ interests in recent years.
The studies presented in the volume approach a diversity of issues, ranging over linguistics-informed Chinese language education in the contexts of Hong Kong, mainland China, and overseas countries; language pedagogies along various linguistic approaches; L2 Chinese development of different linguistic properties; bilingualism and multilingualism among adult and school learners; as well as linguistically grounded Chinese language learning and teaching via digital means. The volume offers to deepen the reader’s understanding of the existing theories on Chinese language education and L2 Chinese acquisition, and the linguistic theories regarding the nature, component modules, and development of the human language faculty. It also offers new pedagogical inspiration, based on cutting-edge empirical research, for Chinese language teaching in different educational settings.
Of interest to scholars in the fields of Chinese language teaching and learning, second language acquisition, or applied linguistics, this volume contributes to the emerging field of educational applications of linguistics and presents an overarching framework that bridges a long-lasting division between language teaching practice and linguistic research.
Table of Contents:
Introduction
Part 1: Chinese Language Education along Linguistic Approaches 1. Sociolinguistic approach to Chinese language education: Research of learning Chinese as an additional language 2. Functional linguistic approach to Chinese language education: Application of Systemic Functional Linguistic approach to Chinese language (in) education in Hong Kong 3. Corpus linguistic approach to Chinese language education: Corpus linguistics and the acquisition of Chinese as a second language 4. Neurolinguistic approach to Chinese language education Part 2: L2 Chinese Acquisition Research from Linguistic Perspectives 5. Character transposition effects on the recognition of Chinese compound words among native readers and learners of Chinese 6. Linguistics-based research on L2 Chinese phonology 7. Linguistics-based research on L2 Chinese pragmatics: Assessing pragmatic routines in L2 Chinese with a focus on rating scale functioning and rater behavior 8. Linguistics-based research on L2 Chinese syntax: Learning grammatical aspect in Chinese 9. Investigating question-bearing sentence-final particles in L2 and heritage learners’ Chinese grammars: A syntactic analysis 10. The effects of Chinese compound characters’ neighborhood size and consistency on reading mono- and di-character words by native and nonnative speakers of Chinese Part 3: Linguistics-inspired Technology Application in Chinese Language Educational Settings 11. Linguistics-inspired technology-assisted character learning 12. Linguistics-inspired technology-assisted development of Chinese reading materials: Challenges and prospects of corpus-assisted development of Chinese cultural history reader for non-Chinese speaking learners
About the Author :
Jing Jin is an Associate Professor at The Education University of Hong Kong. Her research interests include syntax-semantics/syntax-pragmatics interface and the linguistic approach to language acquisition. She has published in journals such as Journal of Linguistics and Journal of Psycholinguistic Research and authored a monograph published by Routledge.
Sihui (Echo) Ke is an Associate Professor at The Hong Kong Polytechnic University. Her main research interest is in second language reading and biliteracy development. Her work has been published by Applied Linguistics, Language Learning, Modern Language Journal, and Reading Research Quarterly.
