Full Description
This handbook explores quantitative linguistics, pedagogy, and Mandarin language acquisition in an integrated fashion and helps readers grasp how insights from quantitative linguistics can shed light on Mandarin language acquisition. It focuses on issues related to language processing, learning, and teaching and how these aspects are affected or enhanced by corpus-based and computational linguistics. By following a data-driven approach, the handbook demonstrates how theoretical problems in the acquisition of Chinese can be resolved with empirical evidence. The book serves as an essential resource for students and researchers wishing to explore the fascinating field of Chinese language processing and acquisition.
Contents
Cognitive Relativism in Chinese Lexicon and Their Relevance for the Acquisition of Chinese.- The Markedness of Chinese Locative Existential Construction: Corpus and Experimental Evidence with Implications for L2 Learning.- Role of Prosodic Constraints on the Acquisition of Mandarin Tones by French Learners.- Preliminary Study of Corpus Literacy Training for In-service Chinese Language Teachers.- Salience, Contingency, and Learned Attention in CFL Construction Acquisition: Evidence from Two Corpus-based Studies on Chinese Verb Complements of Manner/State.- Ordering, Replacement and Omission Errors in Coordinate Compounds Among Learners of Mandarin as a Second Language.- Constructing a Cross-linguistic Lexical Comprehension Task in Mandarin.- Getting to Know ziji: Preliminary Findings from an ERP Study on Chinese Reflexive in L1 and L2.- Acquisition of Chinese Reflexive ziji by Learners of Typologically Different L1s.- Grammar in Syntactic Adaptations of Chinese: The State of the Art.- Tone Labeling for Mandarin Speech Corpus: A Deep Learning Iterative Approach.- Computational Learning of Constructions in Chinese.- Grammatical Error Correction and Explanation for Learners of Chinese Using Large Language Models.- Integrating Technology into Beginning Level CFL Students' Tone Learning at the Curriculum Level.- Teachers' Confidence in Applying Effective Principles for Online Teaching in a Teacher Training Program.- Teacher Feedback Types: Experienced vs. Novice Teachers in CSL Classrooms.
