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Nook Title: English as a Lingua Franca: The Pragmatic Perspective
Book description
English as a Lingua Franca (ELF) is a term used to describe the use of English as a common language for communication between speakers whose first language is not English. Providing a unique and original perspective on this subject, Istvan Kecskes explains the language behaviour of ELF speakers, through the lens of Gricean pragmatics. This study successfully brings together the main viewpoints of the Gricean paradigm into ELF research, to discuss and better understand the nature of ELF interactions, as well as explaining how Gricean pragmatics can benefit from investigating and analysing ELF. Each chapter presents intriguing ideas that put existing knowledge into a new perspective, such as interactional competence, intention, implicatures, the semantics-pragmatics interface, and modality. New terms and viewpoints such as language use mode, deliberate creativity, temporary extension of the system, emergent common ground and modality continuum are introduced into the ELF debate.
Author: Istvan Kecskes, State University of New York, Albany
Publisher: Cambridge University Press
Online publication date: November 2019
Print publication year: 2019
Online ISBN: 9781316217832
For more info, please visit HERE.
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Book Description:

Grounded in analysis of Chinese and international educational concepts and classroom techniques currently used to teach Chinese as a Second Language, and a thorough review of recent research in the field, this volume identifies the learning challenges of the language for native English speakers. Orton and Scrimgeour assess the gap in knowledge and skills between learners’ initial and future proficiency levels as L2 Chinese speakers, map their needs as learners towards achieving a high language proficiency, and set out an informed, integrated teaching orientation and practice for the Chinese classroom that responds to those needs. Chapters in the volume address curriculum design, teaching diverse learners and levels, the learning challenges of Chinese oral and literacy skills, grammar and vocabulary, discourse development, cultural understanding, and the affordances of a visit to China. Filled with original and engaging teaching and learning tools and techniques, this book is an essential and rich content resource for primary and secondary teachers, and teacher candidates and educators in Chinese as a Second Language education.

About the Authors:
Jane Orton is an Honorary Fellow and former Director of the Chinese Teacher Training Centre at the University of Melbourne, Australia.

Andrew Scrimgeour is a Lecturer in Languages Education and Chinese at the University of South Australia, Australia.

Table of Contents:
Chapter 1 Empowering Learning

Chapter 2 Establishing Oral Skills

Chapter 3 Developing Literacy Skills

Chapter 4 Generating Grammar and Vocabulary

Chapter 5 Adapting Curriculum

Chapter 6 Addressing Diversity

Chapter 7 Integrating Culture

Chapter 8 Widening Experience



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Title: Grounding in Chinese Written Narrative Discourse 

Series Title: USLC 32 
Published: 2018 
Publisher: Brill 
Book URL: 
Author: Wendan Li 
Hardback: ISBN: 9789004316645 Pages: 293 Price: Europe EURO 79
Hardback: ISBN: 9789004316645 Pages: 293 Price: U.S. $ 91


In "Grounding in Chinese Written Narrative Discourse" Wendan Li offers a comprehensive and innovative account of how Mandarin Chinese, as a language without extensive morphological marking, highlights (or foregrounds) major events of a narrative and demotes (or backgrounds) other supporting descriptions. Qualitative and quantitative methods in the analysis and examinations of authentic written text provide extensive evidence to demonstrate that various types of morpho-syntactic devices are used in a wide range of structural units in Chinese to mark the distinction between foregrounding and backgrounding. The analysis paves the way for future studies to systematically approach grounding-related issues. The typological viewpoint adopted in the chapters serves well readers from both the Chinese tradition and other languages in discourse analysis.


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Teaching Chinese as a Foreign Language: Theories and Applications (2nd edition)

by Michael Everson (Author), Yun Xiao (Author)

Paperback: 259 pages
Publisher: Cheng & Tsui Company; 2 edition (June 1, 2011)
Language: English
ISBN-10: 0887277942
ISBN-13: 978-0887277948

Just as the demand for Chinese language programs is growing across North America, schools are facing a shortage of trained teachers and a host of challenges. How can teachers meet the needs of a complex classroom filled with both Chinese heritage learners and those completely new to Chinese? How can Chinese teachers from diverse backgrounds adapt to a North American teaching environment and expectations? Designed to help teachers create and execute strong, sustainable K-16 Chinese language programs, this ground-breaking resource book is the first of its kind specifically written for teachers of Chinese as a foreign language. It contains essays written by a diverse group of experienced educators in the field. Essays are divided into three main sections: 1) Teaching Chinese in Context, 2) Teacher Knowledge and Pedagogical Decisions, 3) Challenges and Strategies for the North American Classroom. Features: * Perfect as a course book for pre-service and in-service teacher training programs. * Contains just the right blend of theory and practice---includes relevant theories as well as hands-on classroom methods, examples, and innovations. * Addresses not only how to teach the language, but also how to create and sustain a sequenced, articulated curriculum---especially relevant as the demand for new Chinese programs continues to rise. * Stresses application of both ACTFL national content standards and Chinese language standards.

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Author: Rod Ellis;
Language: Chinese, English
Format: 22.4 x 15 x 1.3 cm
Page: 152
Publication Date: 07/2016
ISBN: 7513577439, 9787513577434
Publisher: Foreign Language Teaching and Research Press

罗德·埃利斯所著的《任务型教学法新理念与国际汉语教学(英汉对照)/世界汉语教学学会名师讲座系列》内容选自著名语言学家、新西兰奥克兰大学Rod Ellis教授在2015年夏季世界汉语教学学会举办的"国际主流语言教学法高级讲习班"上的四场讲座。Rod Ellis教授被誉为"第二语言教学之父",这是他首次为国际汉语教师作讲座。他用大量语言教学实例深入浅出地为在座9币生阐释了任务型教学的基本概念和要素,展示了如何以输入和互动促进语言教学的方法,并介绍了显性和隐性语法教学、语法教学中的意识培养型任务等新的教学理念。很多教师和研究者慕名而来,并就汉语教学中的问题,与Rod Ellis教授进行了积极的互动。本书采用中英文对照的形式,方便国际汉语教师及第二语言教学研究者阅读使用。

Table of Contents
 Using Tasks in Language Teaching
 Teaching as Input and Interaction
 Explicit and Implicit Grammar Instruction
 Consciousness-raising Tasks for Grammar Teaching