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A compendium of the latest developments in research regarding English language education for Chinese-speaking learners, this volume combines cutting-edge research from multiple internationally-known scholars. The chapters offer unique insights into some of the most salient issues related to this broad topic. The seventh volume in the Global Research on Teaching and Learning English series, co-published with The International Research Foundation for English Language Education (TIRF), this book features chapters with original research written by TIRF Doctoral Dissertation Grant awardees. The volume addresses the crucial and growing need for research-based conversations on the contexts, environments, goals, and measures of success for Chinese-speaking learners of English. It includes sections on language assessment, perceptions in university contexts, and technology, especially in relation to young learners, in order to promote in-depth discussion of the teaching and learning of English for native speakers of Chinese. The volume’s 13 research-based chapters discuss topics such as the impact and implications of using emerging assessment tools; the increase in English for Specific Purposes (ESP) courses; academic speaking and writing; and teaching in an online or hybrid environment. Throughout the book the authors draw on their knowledge of their multiple contexts, as well as their learners’ needs and goals. This volume brings together innovative research for TESOL and TEFL students, language teacher educators, language policy specialists, language assessment scholars, and language teachers. Readers will become familiar with how these issues related to Chinese-speaking learners of English are being addressed in academic circles around the world.
Learning a foreign language truly is a wonderful experience that opens up doors into new worlds and enriches our lives beyond measure. Unfortunately, many people all over the world come back to their foreign language to find the door locked, because we don't talk enough about how to actually maintain language skills once we've acquired them. The good news is that the process of properly maintaining a foreign language is just a beautiful as learning one. In fact, I would argue that it can be even more enjoyable. This book is not just for people who have already learned a foreign language to a high level. It is packed full of useful tips and advice, and properly understanding this process while you are learning will help you set yourself up for a successful and sustainable, multilingual lifestyle. This book also teaches how to maintain multiple foreign languages, for aspiring polyglots. It also comes with some free, downloadable resources and an accompanying YouTube series where Robin implements all of the advice from his book.(https://goo.gl/2CgJfW) Whatever your reasons are for maintaining your foreign language(s), and whatever challenges you are facing to that end, this book will teach you a variety of simple but effective techniques and strategies for achieving your goals.
This Chinese conversation book is compiled for English speaking people, especially for American learners. All the Chinese words, phrases, sentences in the book are marked with pinyin (phonetic symbols) and have their English translations. Its contents cover all the activities of daily life. The dialogues in the book are interesting and absorbing with Chinese culture as the background. The more you read them, the more you want to read them. The vocabulary contains not only the words used in the text, but supplementary words that relate to the topic, so that the learners can apply them to expand their vocabulary in their practice. In addition to the main lessons, the book contains a collection of slang and colloquial expressions frequently heard in Beijing dialect. This material is not to be found in other conversation books, but it is what every learner of Chinese must learn. The four main sections of the book are arranged side by side for the convenience of the learners to refer to each section easily. It takes less than a year to finish the book. After finishing the book, the learner will possess a very solid foundation of Mandarin, the standard spoken Chinese dialect, and be able to communicate with Chinese people on daily topics. Since China is rising rapidly in the world, and since no one can afford to ignore that country and its immense market, a person who is bilingual (English and Chinese) no doubt will have many advantages in dealing with the Chinese people in whatever field he is in. This book will prove to be a gateway to your successful future.
Conversational Chinese Dialogues is packed with over 100 dialogues in Chinese with both pinyin and English translations which makes this an excellent immersion tool for Chinese (Mandarin) language learners.
Language and Gesture in Chinese Conversation is a study of the semantic and temporal relationships between the speech and the gesture in the context of discourse interaction in Mandarin Chinese spoken in Taiwan. The cross-modal representation of ideas in natural discourse reveals the nature of BĬSHŎU-SHUŌHUÀ in the communication of meaning. The study addresses two central issues: • How do language and gesture represent the semantic information of various types of ideas? • How do the linguistic representation and gestural depiction pattern temporally in the communication of cross-modal information? The intended audience of this book are scholars in many academic fields, including linguistics, language and gesture, human communication, cognition, cognitive neuroscience, social psychology, sociology, linguistic anthropology, speech pathology, and speech therapy.
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Hongyin Tao provides a new way of studying grammar based on the prosodic or intonation unit in spontaneous speech, rather than focusing on the unit of the artificially constructed sentence. Some notions developed from sentence-level data often do not account well for speech data. Contrary to the notion that the basic syntactic structure of a sentence comprises of both an NP and a VP, the author shows that a Mandarin sentence in spoken discourse can consist of a lone NP or a transitive verbal expression without any explicit argument (not anaphora). The author proposes the speech unit as one with which the grammar of Mandarin can better be understood. The book is of interest to scholars of discourse analysis, syntax, prosody, typology as well as of the Mandarin language.
Chinese Language Narration: Culture, cognition, and emotion is a collection of papers presenting original research on narration in Mandarin, especially as it contrasts to what is known regarding narration in English. One chapter addresses dinner table conversation between Chinese immigrant parents and children in the United States compared to non-immigrant peers. Other chapters consider evaluation patterns in Mandarin versus English, referencing strategies, coherence patterns, socioeconomic differences among Taiwanese Mandarin-speaking children, and differences in narration due to Specific Language Impairment and schizophrenia. Several chapters address developmental concerns. Distinctive aspects of narration in Mandarin are linked to larger issues of autobiographical memory. Mandarin is spoken by far more people than any other language, yet narration in this language has received notably less attention than narration in Western languages. This collective effort is a critical addition to our understanding of cross-cultural similarities and differences in how people make sense of experiences through narrative.
This book constitutes the thoroughly refereed proceedings of the 5th International Symposium on Chinese Spoken Language Processing, ISCSLP 2006, held in Singapore in December 2006, co-located with ICCPOL 2006, the 21st International Conference on Computer Processing of Oriental Languages. Coverage includes speech science, acoustic modeling for automatic speech recognition, speech data mining, and machine translation of speech.
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.