This book presents field-generated linguistic research on how to improve our understanding of the acquisition process and effectiveness of classroom activities, and how to tackle challenging features of the Chinese language such as characters, prosody, aspect, syntax, formulaic language, etc.

Prologue Aknowledgement List of Figures and Tables Notes on Contributors Introduction 1 A Corpus-Based Study on Web-Based Chinese Lettered Words  Jing Wu 2 Identifying Polysyllabic Legal Terms in Audio-Visual Materials  Shaoming Wang, Shan Wang and Runzhe Zhan 3 The Recognition of Situation-Bound Utterances: Testing Receptive Pragmatic Knowledge in Chinese as a Foreign Language  Sergio Conti 4 Exploring the Pragmalinguistic Knowledge of the 是 shì … 的 de Cleft Construction in L1 Italian Learners’ L2 Chinese: Triangulation of Corpus and Experimental Data  Alessia Iurato 5 Spatial Anchoring and Narrative Structure in L2 Chinese  Arnaud Arslangul 6 L2 Learner’s Usage of Null Subject in Three Types of Chinese Complex Sentences  Lan Zhang 7 Using Differentiated Instruction to Teach the “被 Bei” Structure in a Chinese as a Second Language (TCSL) Class  Fan Yang 8 Using Machine Translation to Enhance the Learning of Chinese Resultative Complement Constructions in the CFL Classroom: An Exploration of Pre-editing and Post-editing Strategies for Accurate Translation  Xuan Yang and Caitríona Osborne 9 Pronunciation—a Neglected Topic in Textbooks of Standard Chinese?  Hana Třísková 10 Exploring Oral Proficiency Profiles of Advanced L2 Chinese Speakers: a Mixed-Methods Study  Yu Wu 11 Teaching Real-World Listening: Chinese Second/Foreign Language Teachers’ Perspectives and Practices  Lu Han, Xiang Li, Elvis Wagner 12 A Mandarin Placement Test with Formative Orientation and the Deployment of its First Version  Ping-Hsueh Chen, Rui Yan, Yuhe Tang and Mariarosaria Gianninoto Index