1. Contributors; 2. Acknowledgments; 3. Integrating Chinese linguistic research and language teaching and learning: An introduction (by Tao, Hongyin); 4. The emergence of verb argument structure in Mandarin Chinese (by Chen, Jidong); 5. A corpus linguistics approach to the research and teaching of Chinese as a second language: The case of the ba-construction (by Du, Hang); 6. Facilitating language learning: A generative perspective (by Li, Yen-Hui Audrey); 7. An ERP study of the processing of Mandarin classifiers (by Qian, Zhiying); 8. Explicit, implicit and metalinguistic knowledge in L2 Chinese (by Romagnoli, Chiara); 9. Metalinguistic awareness and self-repair in Chinese language learning (by Tao, Liang); 10. De-stressed words in Mandarin: drawing parallel with English (by Triskova, Hana); 11. Prosody and discourse functions of ranhou : With implications for teaching Mandarin conjunctions at the discourse level (by Wang, Wei); 12. Patterns of plural NP + dou ( ) expressions in conversational discourse and their pedagogical implications (by Wu, Haiping); 13. Prominence marking in second language Chinese tones (by Zhang, Hang); 14. A multi-dimensional corpus study of mixed compounds in Chinese (by Zhang, Zheng-sheng); 15. Index

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.