Pedagogical Grammar and Grammar Pedagogy in Chinese as a Second Language

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

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 Form–meaning Mappings of the Chinese ba-construction Yupeng Kou

12. The Acquisition of Durative Marker -zhe in Chinese as a Second Language Yu Liu

Index