DiscoverResearch Among Learners ofChinese as a Foreign LanguageMichael E. Everson, &Helen H. Shen (Eds.)what you’relooking for.Take a new look at languagelearning. We build on our years ofresearch experience, combining itwith cutting-edge technologicalexpertise to develop improvedteaching methods as well asassessment and evaluation tools.Second LanguageTeaching and Learningin the Net GenerationRaquel Oxford &Jeffrey Oxford (Eds.)Chinese as a Heritage Language:Fostering Rooted World CitizenryAgnes Weiyun He &Yun Xiao (Eds.)We’re thelanguage center of the Pacific.We provideToward Useful ProgramEvaluation in College ForeignLanguage EducationJohn M. Norris,John McE. Davis, Castle Sinicrope,& Yukiko Watanabe (Eds.)Developing, Using, andAnalyzing Rubrics in LanguageAssessment with Case Studies inAsian and Pacific LanguagesJames Dean Brown (Ed.)the tools & talent.We offer online courses in lesscommonly taught languages and avariety of foreign language teachingresources on our Website. We helpfill the LCTL gap with our manypublications in a range of formatsincluding video, CD-ROM, DVD,and downloadable documents.You’re invited.Join us in Hawai‘i for hands-onworkshops, special topic institutes,and national conferences. If youcan’t join us in person, checkout these popular refereed onlinejournals for second and foreignlanguage courses in Chinese & online journalsLanguage Documentation & Learning & Technologyllt.msu.eduReading in a Foreign 29–30, 2012 University of Hawai‘i at Manoa

汉语语言学与语言教学国际研讨会May 29–30, 2012 University of Hawai‘i at Manoainternationalsymposium onChineseLinguistics &Language teaching

2012 National Foreign Language Resource CenterSome rights reserved. See: tured in the United States of America.The contents of this publication were developed in part under a grant from the U.S.Department of Education (CFDA 84.229, P229A100001). However, the contents do notnecessarily represent the policy of the Department of Education, and one should notassume endorsement by the Federal Government.Mixed Sources. Product group from well-managed forests, controlled sources, and recycledwood or fiber. www.fsc.orgdistributed byNational Foreign Language Resource CenterUniversity of Hawai‘i1859 East-West Road #106Honolulu HI 96822–

CONTENTSE Komo Mai Welcome1Organizers3Sponsors5Symposium Information/Schedule9Abstracts13Presenter Emails29

E KOMO MAI WELCOMEAloha!We are pleased to welcome you to the inaugural InternationalSymposium on Chinese Linguistics & Language Teaching at theUniversity of Hawai‘i at Mānoa (UHM) in Honolulu, Hawai‘i. This twoday event (May 29–30, 2012) will bring together 30 leading Chineselinguists and Chinese language teaching researchers from the U.S.,mainland China, Hong Kong, and Singapore and provide a uniqueopportunity to explore and share new knowledge with the goal offostering the growth and the integration of these two fields. Topicswill include Chinese syntax, phonology, semantics, pragmatics,discourse, cognitive linguistics, sociolinguistics, corpus linguistics,and language acquisition and their applications and implications forlanguage teaching.The symposium is proudly sponsored by the College of Languages,Linguistics, & Literature (LLL), the National Foreign LanguageResource Center (NFLRC), the Confucius Institute, and theDepartment of East Asian Languages & Literatures at the Universityof Hawai‘i at Mānoa, and the Department of Chinese Language andLiterature and the Center for Chinese Linguistics at Peking University.We are also pleased to include the UHM Center for Chinese Studies,The Hong Kong Polytechnic University, Beijing Language University,Wuhan University, and the Arizona State University Confucius Instituteas important symposium co-sponsors. I would also like to take thisopportunity to thank Professor Song Jiang (Department of East AsianLanguages & Literature) for his conceptualization, nurturing, andleadership of the symposium and Mr. Jim Yoshioka (NFLRC) for hiscoordination of logistics.We hope you will enjoy and be inspired by the exciting presentationsand discussions about Chinese linguistics and language teaching atthis truly international, collaborative event.Robert Bley-VromanDean, College of Languages, Linguistics & Literature

ORGANIZERSSYMPOSIUM ORGANIZING COMMITTEEJiang Song (姜松), Conference Chair, Department of East Asian Languages and LiteraturesJim Yoshioka, Program Coordinator, National Foreign Language Resource CenterRobert Bley-Vroman, Dean, College of Languages, Linguistics, & LiteratureFrederick Lau (刘长江), Director, Center for Chinese StudiesCynthia Ning (任友梅), Associate Director, Center for Chinese Studies; U.S. Director, UH Confucius InstituteWang Haidan (王海丹), Assistant Professor, Department of East Asian Languages and LiteraturesACADEMIC COMMITTEEBai Jian Hua (白建华), Kenyon College (肯尼恩学院)Cui Xi Liang (崔希亮), Beijing Language University (北京语言大学)Jin Hong Gang (靳洪刚), Hamilton College (汉弥尔顿大学)Lu Jian Ming (陆俭明), Peking University (北京大学)Claudia Ross (罗云), College of the Holy Cross (圣十字学院)Shen Yang (沈阳), Peking University (北京大学)Shi Ding Xu (石定栩), Hong Kong Polytechnic University (香港理工大学)Madeline Spring (司马德琳), Arizona State University (亚利桑那州立大学)Wang Hong Jun (王洪君), Peking University (北京大学)Wen Xiao Hong (温晓红), University of Houston (休斯顿大学)Zhang Min (张敏), Hong Kong University of Science & Technology (香港科技大学)Zhang Zheng Sheng (张正生), San Diego State University (圣地亚哥州立大学)Zhao Shi Ju (赵世举), Wuhan University (武汉大学)SPECIAL THANKS TO !Gary Ostrander, UHM Vice Chancellor for Research & Graduate EducationUH Center for Korean Studies staffProfessional ImageUniversity CateringKaka‘ako KitchenUncle Bo’s RestaurantRoyal Garden Chinese RestaurantSheraton Princess Kaiulani HotelOhana HotelsRoyal Star Hawai‘iHo‘oluana

SPONSORSUH CoLLege of LangUages, LingUistiCs, anD LiteratUre (LLL)The College of Languages, Linguistics, and Literature is one of the four Arts and Sciencescolleges of the University of Hawai‘i at Mānoa. LLL offers a broad curriculum in Englishstudies, foreign and heritage languages, second language acquisition, and linguistics.Composed of six departments and several programs and centers, LLL has capitalized onHawai‘i’s location in the Pacific to provide, in addition to traditional fields of study, curriculawith a focus on Asia and the Pacific unique in the nation. The College regularly teaches 25languages, mostly Asian and Indo-Pacific, and has the capacity to teach 50 more accordingto demand. The programs in the College offer a full range of degrees, from the BA, to theMA, and the PhD.Our faculty has long been recognized for its commitment to innovative research in languageand literature and for the excellence of its teaching, with an emphasis on small classes(averaging 20 students) and close interaction between teacher and student.Website: lll.hawaii.eduUH nationaL foreign LangUage resoUrCe Center (nfLrC)Drawing on institutional strengths at the University of Hawai‘i in foreign languageteaching, applied linguistics, and second language acquisition, the National ForeignLanguage Resource Center (NFLRC) undertakes projects that focus primarily on theless commonly taught languages of East Asia, Southeast Asia, and the Pacific. However,many of its projects have implications for the teaching and learning of all languages. Weengage in research and materials development, conduct workshops and conferences forlanguage professionals, and distribute a wide variety of publications on center projectsand programs.In order to improve the nation’s capacity for teaching and learning foreign languages, theUnited States Department of Education awards grants under the Language ResourceCenters program for the establishment and operation of centers that serve as nationalresources. In 1990, the University of Hawai‘i at Mānoa was granted funds to develop theNational Foreign Language Resource Center, one of three such centers at the time. Thenumber has since grown to fifteen. Find out more about the NFLRC, its projects, products,and personnel at nflrc.hawaii.eduThe University of Hawai‘i National Foreign Language Resource Center is supported by a grant from theUnited States Department of Education CFDA 84.229, P229A100001

UH ConfUCiUs institUteThe Confucius Institute at the University of Hawai‘i at Mānoa (CI-UHM) is a part of theUniversity’s Center for Chinese Studies. It is funded by the Confucius Institute Headquarters(Hanban) of the Ministry of Education of the People’s Republic of China and is operated jointlyby UHM and the Beijing Foreign Studies University (BFSU), a university well-known in Chinafor training the nation’s diplomatic corps. The CI-UHM was established on November 6, 2006.The UH Confucius Institute responds to local and national needs in promoting educationabout Chinese language and culture. Website: confuciusinstitutehawaii.orgDepartMent of CHinese LangUage & LiteratUre, peKing University北京大学中国语言文学系The Department of Chinese Language & Literature of Peking University is one of the mostprestigious faculties with the longest history in China. The Department of Chinese Languageand Literature was originally known as “Wen Xue Men,” established in 1910 when the ImperialCapital University (1898–1911) set up schools for seven disciplines, including economics, law,literature, natural sciences, agriculture, industry, and business. It was the first independentteaching institution on Literature in a Chinese university. As one of the important departmentsof Peking University, undergraduate, postgraduate, and doctoral courses are available inthe Department of Chinese Language & Literature. The department includes more than 10teaching and research sections and centers, including Classical Literature, Modern Literature,Contemporary Literature, Civilian Literature, Literature & Art Theory, Modern ChineseLanguage, Ancient Chinese Language, Chinese Linguistics, Applied Linguistics, ChineseClassical Documents, Phonetic and Experimental Lab, and the Center for Chinese Linguistics.Its primary role is to promote the understanding of Chinese language, literature, and history; tofurther the ability of students in the use of the Chinese language; and to study the developmentof Chinese civilization and its place in the modern world. Website: for CHinese LingUistiCs, peKing he Center for Chinese Linguistics (CCL) at Peking University, established in January, 2000, wasdesignated by the PRC Ministry of Education as a Key Postsecondary Research Institution in theHumanities and Social Sciences in September of the same year. The founding director was LuJianming (陆俭明) and the founding associate director was Jiang Shaoyu (蒋绍愚). Beginning inApril, 2007, Wang Hongjun (王洪君) assumed the directorship and Guo Rui (郭锐) the associatedirectorship. The Center comprises four research sections – Modern Chinese, PremodernChinese, Ancient Chinese, and Chinese Dialectology – and one journal, Yuyanxue luncong(《语言学论丛》Linguistic Forum). Additonally, there is a materials resource center. Researchers,both full-time and part-time, are hired each year from China and abroad as needed by specialtyto work collaboratively on large-scale research projects. In early 2003, in collaboration with theChinese Department of Peking University, the Center set up two laboratories for research ona national scale with the aim of developing China’s human resources in corpus databases forlinguistic studies and Chinese language information processing. The Center has completed over20 large-scale research projects of national significance since its founding, including systematicresearch on categorization of language form and meaning in Modern Chinese; a platform for6汉语语言学与语言教学国际研讨会

language teaching and research based on large-scale English and Chinese parallel corpora;studies in discourse structure and linguistic categories in Modern Chinese; techniques in digitizedarchiving and preservation of oral language and orally transmitted culture. At present, the CCL iscarrying forward its mission in each of these areas under the leadership of Prof. Wang Hongjunand establishing a reputation for itself as a first-class international center for research, dataresources, and scholarly exchange in Chinese linguistics. Website: Department of East Asian Languages & Literatures (EALL)EALL is the largest department of its kind in the country and offers a curriculum unparalleledin its breadth, depth, and variety of courses in Chinese, Japanese, and Korean Language,Linguistics, and Literature.At the undergraduate level, language skill courses help students develop a high level of proficiencyin both the spoken and written aspects of the languages. Other courses provide both introductorysurvey coverage and advanced, theme-specific investigations of the literary cultures of East Asiaand the linguistic analysis of Chinese, Japanese, and Korean. Cultural awareness as well aslanguage proficiency are further promoted through extra-curricular activities such as student clubs,video/film showings, lectures, and study abroad programs. Our students have the opportunity toparticipate in study abroad programs in Hainan, China, and Kobe and Machida, Japan, and Seoul,Korea. The graduate programs are designed to provide students with advanced professionaltraining in two tracks: 1) language/linguistics and 2) literary studies. Website: for Chinese Studies, University of Hawai‘i at MAnoaThe UHM Center for Chinese Studies is currently constituted of 58 professorial rankfaculty and 5 instructors specializing in Chinese studies in 20 disciplines and professionalschools, offering 150 courses at BA, MA, and PhD levels to nearly 200 student majors. Itis the largest such training and research center in the world outside of Asia. Website: ccsuhm.orgthe Department of Chinese and Bilingual Studies,The Hong Kong Polytechnic UniversityThe mission of the Department of Chinese and Bilingual Studies at the Hong KongPolytechnic University is to offer high quality programmes which will equip preferredgraduates with high levels of biliterate and trilingual skills and abilities which are to be usedeffectively in profession-based areas, and to conduct applied research that contributes to thestudy of Chinese in a bilingual context as well as bilingualism in a Chinese context, and thatincorporates modern views and methods in disciplines related to such study. The Departmentconstitutes of Chinese Language Centre, Centre for Translation Studies, and LanguageTesting Unit. The research strategy of CBS has mainly focused on applied research relatedto biliteracy and trilingualism, yielding practical, concrete results with application value. TheDepartment has built a group of diverse and high-quality faculty members whose expertiseSPONSORS7

covers such areas as Bilingual Communication and Bilingual Education, Chinese linguistics,Corpus Linguistics and Computational Linguistics, Japanese Language Studies, LanguageAssessment and Chinese Language Education, Teaching Chinese as a Second Languageand Second Language Acquisition, Translation Studies, etc. Website: Language UniversityBeijing Language University was founded in 1962 and was originally named the higherpreparatory School for Foreign Students. In 1964, it was renamed as Beijing LanguageInstitute by the State Council. And then in 1996, with the approval of the Ministry ofEducation, the school was designated as the Beijing Language and Culture University. In2002, it changed to its current name, Beijing Language University. It is the only internationaluniversity in China with its main task set at teaching the Chinese language and culture toforeign students. Website: of Chinese Language and Literature, Wuhan 的国文部。1928 300 余 学、 研究机构。Website: State University Confucius InstituteThe Confucius Institute is ASU’s direct response to the need for creating a sustainable,in-depth source of knowledge about China for Arizona citizens. It is the first of its kind inthe state. The institute is committed to promoting Chinese language and culture studies inschools as well as throughout the Arizona’s general public.ASU CI was established through a partnership with Sichuan University and the Office ofChinese Language Council International (Hanban), under the Ministry of Education in China.The Institute is part of a global network of Confucius Institutes dedicated to the understandingof the Chinese language and culture around the world. Website: confuciusinstitute.asu.eduThe Open University of ChinaThe Open University of China (formerly the China Central Radio and TV University) carriesout distance educational activities using an integration of three networks, including a satelliteTV network, computer network, and people’s network. This integration has become aprominent feature and strength of the open education in China.The primary role of the OUC is to provide opportunities of higher education for professionalsin different industries and enterprises and other members of the society, to conduct nondegree education through on-the-job training and training for rural practical skills, 会

SYMPOSIUM INFORMATION/SCHEDULEREGISTRATIONThis symposium is free and open to the public. Just sign in when you arrive (lobby).Seating is on a first-come, first-served basis.PRESENTATIONSAll presentations (20 minutes each) will take place in the Center for Korean Studies auditorium.COFFEE SERVICEComplimentary coffee service is available in the lobby.PLEASE NO FOOD OR BEVERAGES ALLOWED IN THE AUDITORIUM.RESTROOMSThe women’s restroom is located on the first floor under the stairs on the left side. The men’srestroom is located on the second floor at the top of the stairs. An elevator is available to theright of the stairs for those who need it.TUESDAY, MAY 299:00–9:309:30–9:45registration / coffee service (lobby)Introduction:Jiang Song (\ ), Symposium ChairWelcome:Gary Ostrander, UHM Vice Chancellor for Research & Graduate EducationRobert Bley-Vroman, Dean, UHM College of Languages, Linguistics, & LiteratureAnnouncements:Jim Yoshioka, Symposium CoordinatorSESSION 1: LINGUISTIC RESEARCH AND LANGUAGE ACQUISITIONChair: Jiang Song (\ ), University of Hawai‘i at Mānoa (W][Za)9:45–10:45 ²ú a úñaÂö—²ú qĕía ð úñaÂö – Lu JianMing (Ē( ), Peking University ( Za) Linguistic Knowledge: Knowing About vs. Knowing How Claudia Ross (â ),College of the Holy Cross (O aĔ) Cognition and Chinese Language Acquisition Hong Gang Jin (Ė·1),Hamilton College (²{kĘZa)10:45–11:00break

SESSION 2: LEXICON AND VOCABULARY INSTRUCTIONChair: Shi Ding Xu (Ðd ), Hong Kong Polytechnic University (ě»ÂpZa) P²úêø aÑÕ Za)11:00–12:20íĊï ĂË µ – Ma Zhen (ĜÎ), Peking University ( úµÑÕIgY²ú a— ¶ 6øûĀ – Shi Ding Xu (Ðd ), Hong KongPolytechnic University (ě»ÂpZa) ²ú ú a Ëø /ß – Wang Hong Jun (¿·G), Peking University( Za) úñÜáË¡ ²ú aË ċ—-þø h a y – Zhao Shi Ju(ÿ ), Wuhan University ( ²Za)12:20–1:20lunchSESSION 3 – SYNTAX AND PEDAGOGICAL GRAMMAR (1)Chair: Zhang Min (z ), The Hong Kong University of Science and Technology(ě»Ô Za)1:20–2:20 µ CµË ;5Þ— MÓú ĉËĝęCS ' – Fang Mei ( ),Chinese Academy of Social Sciences ( NÒ"ÔaĔ) Postverbal Constraint as a Scalar Phenomenon: The Case of ModernChinese Verb-Directional Constructions – Zhang Min (z ), The Hong KongUniversity of Science and Technology (ě»Ô Za) Nđ²ú aËÈČC a ĚÑÕ – Shao Jing Min (Ĉ ), Ji Nan University( @Za)2:20–2:35breakSESSION 4 – COGNITIVE LINGUISTICS AND LANGUAGE TEACHINGChair: Wang Haidan (¿ ), University of Hawai‘i at Mānoa (W][Za) Cognitive Linguistics and Teaching Chinese as a Foreign Language – YuNing ( c), Pennsylvania State University (fXµl oÖZa)2:35–3:35 The Conceptual Structure of Chinese Classifiers and Their Implications inClassifier Acquisition and Teaching – Jiang Song (\ ), University of Hawai‘iat Mānoa (W][Za) Bringing out the Salience of Metaphorical Concepts in Language Teaching:The Case of “chi” in Mandarin – Wang Haidan (¿ ), University of Hawai‘i atMānoa (W][Za)3:35–3:50breakSESSION 5 – LANGUAGE TYPOLOGY AND LEARNER’S LANGUAGE SYSTEMChair: Zhou Lie Ting (H½ ), Chinese International School, Hong Kong(ě»²TNđa )3:50–4:50 ú Ì úñÜáËg ÑÕ – Zhou Xiao Bing (Hj,), Sun Yat SenUniversity ( mZa) úñ Âö – Xu Da Ming ( Z ), Nanjing University (@ Za) Á ²úút*# ËÛSa ¼ – Zhou Lie Ting (H½ ), Chinese InternationalSchool, Hong Kong (ě»²TNđa )10汉语语言学与语言教学国际研讨会

Wednesday, May 308:30–9:00coffee service (lobby)SESSION 6: PRAGMATICS AND LANGUAGE COMPETENCEChair: Bai Jian Hua (Éx?), Kenyon College (ål aĔ)9:00–10:00 Developing Pragmatic Competence in Chinese as a Foreign Language – BaiJian Hua (Éx?), Kenyon College (ål aĔ) Fæ ËZaŲú“ü ”ñúëUniversity of Houston (! ĘZa)ç7ÑÕ – Wen Xiao Hong (º Ý), Intercultural Pragmatics of Apology—An Empirical Study ùñúë“ ª”Ëā úÆ – Hong Wei (·À), Purdue University ( ¹Za)10:00–10:15breakSESSION 7: COMPUTATIONAL LINGUISTICS AND LANGUAGE TEACHINGChair: Zhang Zheng Sheng (z«Å), San Diego State University (OQ KoÖZa) è¾úñ UÂÍ čýË a – Zhang Zheng Sheng (z«Å), SanDiego State University (OQ KoÖZa)10:15–11:35 A Study on Multi-speech Models of Mandarin and Multi-media LearningSystem – Kong Jiang Ping ( ³s), Peking University ( Za) T VE ú / ËÁ ²úăìà Ƶ uË x vÆ – Zhan WeiDong (óA ), Peking University ( Za) A Corpus Approach to Learning Mandarin Modal Particles – Dana ScottBourgerie (É Â), Brigham Young University ÊãZa)11:35–12:35lunchSESSION 8: SYNTAX AND PEDAGOGICAL GRAMMAR (2)Chair: Shen Yang ( ď), Peking University ( Za)12:35–1:35 ²ú“J”Ë I9ç – Cui Xi Liang (nr ), Beijing Language University ( úñZa) jC;ø i “V 4/PNPL”à ËCµ ą – Shen Yang ( ď), PekingUniversity ( Za) The Descriptive Pivotal Construction in Modern Mandarin – Rui Peng (}Ï),National University of Singapore ( :RNÖZa)1:35–1:50breakSYMPOSIUM INFORMATION/SCHEDULE11

SESSION 9: SPEECH AND PRONUNCIATIONChair: Chan Shui Duen (ēÄØ), The Hong Kong Polytechnic University (ě»ÂpZa) ²úa I²ú ė a – Wang Li Jia (¿ÂL), Peking University ( Za)1:50–2:50 ĄĆôõ/ Íě» Ąòôė b – Chan Shui Duen (ēÄØ), The Hong KongPolytechnic University (ě»ÂpZa) ²ú% Ù úñË)w ÚÇ— ú éúË2 ßĐ Ë²úa ä – Zhang Yan Cheng (zw ), Wuhan University ( ²Za)2:50–3:05breakSESSION 10: PEDAGOGY AND LANGUAGE EDUCATIONChair: Cynthia Ning (3:05–4:05B ), University of Hawai‘i at Mānoa (W][Za) How Literary Chinese Impacts Advanced Learners of Modern Chinese:Pedagogical Perceptions and Linguistic Research – Madeline Spring (DĜ Ã), Arizona State University ( 3§ćoÖZa) 21st Century Skills and Chinese Language Education – Cynthia Ning( B ), University of Hawai‘i at Mānoa (W][Za) ²8î0 YjúÓNe&Æ ./4:05–4:2512– Ruan Gui Jun (Ď G), WuhanUniversity ( ²Za)closing ceremony & future 会

Lu Jian Ming (陆俭明), Peking University 的好坏,其伸缩性是很大的,或者 一定 。LinguistiC knoWLedge: knoWing about vs. knoWing hoWClaudia Ross (罗云), College of the Holy Cross (圣十字学院)I began my career in Chinese as a linguist though I have been teaching Chinese for more than 30years. Over time, I have become more and more sensitive to the difference between what I know, orwhat I want to know, as a linguist, and what my students need to know in order to communicate inChinese. They are not the same things, or, at least, they don’t take the same form. As I have becomemore experienced as a language teacher, I have incorporated less and less direct lecture about thestructures that students are learning. At the same time, however, I have thought more and moreabout how to shape the learning environment (the classroom, the textbook, homework practice) toenable students to extract the linguistic information that they need in order to use structures correctlyand appropriately. In this paper I will focus on the sometimes subtle distinction between knowing thelinguistic facts about a structure, and knowing when and how to use that structure. I will focus on twostructures presented in the first year of instruction in most Chinese courses: aspectual 了 and postverbal manner adverbials.I have chosen these two structures because they are each challenging to English speaking CFLlearners, and because students often confuse the features of these two structures. Both involve actionverbs. Both involve grammatical particles (了, 得), and even more confusing for students, the particlesrhyme. The action verbs often take objects, and in both structures, there is a set of conditions thatdetermine the relative placement of the object and the grammatical particle. Finally, although thesemantic distinctions conveyed by these structures are also expressed in English, English expressesthese meanings in ways that do not correspond directly to the Mandarin structures.

Linguists talk about these structures in terms of aspect, boundedness, completion, headedness,etc. Students need to absorb these concepts, but linguistic “jargon” often serves as an obstacle, notan aid, in the language classroom. We know that teenage and adult learners can process abstractinformation and use it to help them interpret behavior. But we know that learners need to practiceusing language in order to acquire it. How should language teachers introduce facts, and should theyincorporate them into action, to maximize CFL learning?Cognition and Chinese Language AcquisitionJin Hong Gang (靳洪刚), Hamilton College (汉弥尔顿大学)In this paper, the author will discuss the recent advancement in studies of cognition and secondlanguage acquisition (SLA). Researchers in this field have demonstrated some substantial empiricalresults in areas of second language processing, cross-linguistic transfer, L2 perception and attentionanalysis, roles of implicit and explicit L2 learning, and usage-based L2 learning among others. Theresearch findings have pushed the field to take on a new view of SLA in that: Language learning is both examplar-based and rule-based Learning a language involves learning constructions - “recurrent patterns of linguistic elementsthat serve some well defined linguistic function” (N. Ellis, 2003, 2006) L2 learning is a process of gradually strengthening associations between elements Language learning is usage-based and frequency driven Learning is governed by the power law of practice Memory plays an important role in L2 learningIn a nutshell, language is learned from usage. This assumption has inspired and prompted muchcollaborative research in areas of corpus linguistic analysis, cognitive linguistics, psycholinguistictheories of the mental representation, emergentist view of dynamic system theory, and probabilisticand frequency-based theories of language. In the context of this field advancement, there is anurgent need for the field of Chinese as a foreign language (CFL) to join force with specialists inthe above-mentioned fields to form a dynamic platform where language, communication, andcognition interplay.Using the framework of Skehan (2002), the author will demonstrate how CFL researchers can becollaborating with Chinese cognitive linguists, corpus linguists, and general linguists in examining andexplaining the CFL learning process from the following 4 perspectives: CFL patterning: How common CFL learning patterns form and developmental characteristics orproblems arise because of L1 background and of salience and frequency of linguistic features CFL noticing: How some aspects of an L2 require awareness and/or attention-directingmechanism to linguistic features/forms and how some aspects of the L2 are unlearnable frompositive evidence alone CFL controlling: How newly noticed CFL knowledge at different linguistic levels ispurposely and accurately produced/used, and how CFL development is gradual andU-shaped acquisition CFL lexicalization: How instructors help learners move from usage-based language chunks tolow scope patterns, to finally automatic use of constructions and 会

法Ma Zhen (马真), Peking University 学--从评注性副词说起Shi Ding Xu (石定栩), Hong Kong Polytechnic University 写语法 ( 如 张斌 2010) 教学语法树 ( 田小琳19 9 4) 注重修辞手段。对外汉语的教学语法 ( 邓守信 2 0 0 9) 语教学教材的词汇分级Wang Hong Jun (王洪君), Peking University 类分别对待,义场对汉语构词

learning. We build on our years of research experience, combining it . language center of the Pacific. online courses in Chinese & Japanese free online journals . E Komo Mai Welcome 1 Organizers 3 Sponsors 5 Symposium