Index
Chinese as a Second Language Research from Different Angles (Kecskes, Zhang)
advanced proficiency
266, 277, 278, 283
adverbial clause
144–149, 153, 154, 156–159, 161
adversative meaning
175
action research study
167
annotation
83, 88
articulation
253
audio-visual materials
38
authentic materials
293–294, 296, 308, 313–315
baidu Translate
198, 205
bei “被 ” structure
173
breaks
239, 259
pauses
CFL
326
CFL classroom
196, 199–200, 202–3, 217
CFL learners
197, 202–3, 205, 217
Chinese as a foreign language (CFL)
196
Chinese Alphabet Letter-Words
10
Chinese for Specific Purpose (CSP)
33
Chinese for Legal Purpose
33
Chinese Lettered Words
9–26
lettered words; Chinese Alphabet Letter-Words; code-mixing words; Mandarin Alphabetic Words
Chinese Proficiency Grading Standards for International Chinese Language Education
197, 204
cleft
76–78, 80–85, 88–89, 93–95, 97, 99, 101–102
contrastive
81, 83
non-contrastive
81–83
code-mixing
9, 22, 24
common errors
174
communicative competence
293, 313, 315
complex sentence
143, 145, 148, 149, 152–162
comprehensibility
285
comprehension approach
295, 307, 310–312
confidence and motivation
188
conjoined
144, 148, 159
conjunction
conjunction
144, 148, 149, 150, 153, 154, 157, 158
content
285
contrast
81–83, 85–86, 88–90, 92, 95, 102
contrastive stress
237–238, 259
stress – sentence stress
conventional expression
52, 52, 53–59, 68–71
corpus
83, 85, 88–89, 95, 97, 99, 100
corpus data
11, 13, 16, 25, 26
definiteness marking
116, 123, 124
design in practice
169
differentiated instruction (DI)
166, 167
differentiated process
183
differentiated product
187
DI framework
168
DI implementation process
178–179
diphthongs
234, 244–245, 253, 256
discourse
115, 116
Discourse completion task (DCT)
55–58
Multiple-choice (MDCT)
53–61, 70–71
dissociated skills
327
discriminating ability
337
disyllabic tone combinations
246, 251–252, 257
ecolinguistic perspective
20, 21
economics of language
19, 20, 24, 25
effectiveness
183
embedded clause
144, 147–150, 154, 156–159, 161
English for Specific Purpose
33
Explicit instruction
293, 295, 310, 312
errors
MT errors
197, 199, 206–7, 219
human errors
203, 223
errors made by learners
203
errors in the MT Chinese output
206–207
errors made by MT
197, 206, 219, 221, 223
final lengthening
236, 259
pauses; prosodic phrase
finals
234–235, 240–242, 244–245, 252–257
flexible grouping
169, 178
fluency
267, 282
focus
76–80, 82–83, 94–95, 102
stress – sentence stress
contrastive
81, 83, 101
non-contrastive
82
foreign language classroom
196, 199–200, 217
formative assessment
326
formulaic sequence
53, 68
focus
.
see stress – sentence stress
globalization
9, 21, 25
Google Translate
198, 205
grammatical features
12, 13, 16, 24
Ground
114, 115, 118, 119, 127, 130, 134
grammar
spoken grammar
293–294, 302, 314
written grammar
294, 306–307, 311
hesitations
293, 302, 310
idiom
53, 55
incidental vocabulary acquisition
32
indefiniteness marking
116, 123, 124
information
76–78, 80–84, 86, 92, 101
information status
116, 117, 134
information organization
124, 133, 134
information structure
117
initials
234–235, 242–244, 251–255
initialisms
14, 15, 16, 24, 25
Innovalangues
326–327
instructional effect
152, 155, 158, 162
intelligence type(s)
168, 172
intensification
83, 85, 86, 88–89, 92, 95, 101–102
intermediate proficiency
269, 275
internet language
9, 11, 12, 13, 25
intonation
236, 238, 246–247, 251, 257–258
kinesthetic and interpersonal intelligence
187
Learner Corpus Research
85
learners’ affective filter
22, 23, 25
legal terms
35
lettered words
9–26
logical stress see stress – sentence stress
long-term exposure
41
linguistic and spatial intelligence
181
listening strategies
295, 307, 309, 311, 313, 315
logical intelligence
181, 187
L1 transfer
147, 148, 152, 154,
machine translation (MT)
197–199
machine translator
199, 205
Mandarin Alphabetic Words
10
Mandarin Placement Test
326
narrative
113, 115
most frequently used lettered words
14
motion events
114
movie
36
neutral tone and neutralized syllables
233, 245–246, 249, 257–258
observations
183, 189, 190
observational approach
178
Oral Proficiency Interview (OPI)
266, 267
Oral Proficiency Interview – Computer (OPIc)
266
overt subject
143, 145, 146, 149, 151–154, 156, 158, 159, 161, 162
pauses
239, 245, 257, 259
perceived effectiveness
183, 190
perspective anchoring
133
phonological features
299, 301, 309
phrasal stress
237
stress – sentence stress
phrasing
239, 259
prosodic phrase; pauses
pinyin nature
253
polysyllabic legal terms
38
post-editing
200–201, 214–216, 217
post-focus compression
259
stress – sentence stress
potentially dispreferred responses
57–58, 62–65, 69
pragmatic functions of lettered words
24
pragmatic use
175
pragmalinguistic knowledge
77, 83, 85, 87
pre-editing
200–201, 212–214, 217
presentative construction
118, 121, 122, 129, 130
presupposition
77, 80
probing strategies
272, 285
prosodic phrase
236–237, 239, 259
prosodic transcription
259–260
prosodic word
239, 259
psychometric analysis
327
receptive pragmatic knowledge
52–54, 57–58, 70
reference management
113, 117
reference
143, 144, 150, 156, 157, 161
coreferential
144, 153
referent
introduction
113, 115, 116, 118, 127, 129
maintenance
113, 115, 119, 130
Regular Expressions (Regex)
13, 17
resultative complement constructions (RCC)
201–202
request
57–58, 61–67
resultative complements
197–198, 201, 204–205
salutation
57–59, 61–65, 68–69
sample lesson plan
218–220, 223–224
SELF
326
sentence stress see stress – sentence stress, focus
stress space
113, 115, 133, 135
spatial anchoring
114, 115, 117, 122
speech rates
293, 302, 309
spoken vocabulary
293, 314
stress
236–237, 245, 247, 251, 258
sentence stress, focus
237, 239–240, 251, 258–259
unstressed syllables
236, 238, 249, 257–258
.
neutral tone
student motivation
175
students’ overall perception
188
superior proficiency
269, 279, 280, 281
syllable structure and components
233, 240, 245, 249, 252, 254, 256
teachers’ beliefs
293, 296, 301, 304, 309, 312–313
teaching Chinese as a foreign language
326
teaching the structure
175
technical vocabulary
35
textbook spoken texts
293, 305–306, 309
text type
285
The Story of Qiu Ju
40
the third tone (T3) pedagogy
257
TiaPlus
336
topic chains
147, 160–162, 160n
topic-prominent
143, 145, 146–149, 161
translation
196–197
Triangulation
76, 87
TV shows
36
type-token ratio (TTR)
271
typical word formation
13, 17
typological features
13, 15
unaccusative verbs
121, 134
U-shaped learning curve
152, 155, 158, 162
unstressed syllables see stress
verbal and/or spatial intelligence
181, 187
linguistic and spatial intelligence
vocabulary diversity
267, 282
whole-class instruction
184
word-formation analysis
42
word per minute (WPM)
271
word stress
236, 247, 251
Winsteps
336, 341