01147cam0-2200385---450-99000431624040332120111110131525.088-422-0167-7000431624FED01000431624(Aleph)000431624FED0100043162419990604d1988----km-y0itay50------baitaITaf------00---Correggioi disegnia cura di Mario Di Giampaolo e Andrea Muzzipresentazione di Federico ZeriTorinoUmberto Allemandi198813 p., 99 c. di tav.ill.34 cmArchivi di storia dell'arteCorreggio <il>Opere741759.5<<Il >>Correggio<circa 1489-1534>Di Giampaolo,Mario<1941-2008>Muzzi,AndreaZeri,Federico<1921-1998>ITUNINARICAUNIMARCBK990004316240403321759.5 COR 5dip.d.s. 3173FLFBC759.5 COR 5 BISBibl.59288FLFBCFLFBCCorreggio293455UNINA04787nam 2200505 450 991079866800332120230808195218.0(CKB)3710000000848763(EBL)4679571(MiAaPQ)EBC4679571(DLC) 2016050269(EXLCZ)99371000000084876320161003h20162016 uy 0engur|n|---|||||rdacontentrdamediardacarrierIntegrating Chinese linguistic research and language teaching and learning /edited by Hongyin TaoAmsterdam, [Netherlands] ;Philadelphia, [Pennsylvania] :John Benjamins Publishing Company,2016.©20161 online resource (259 p.)Studies in Chinese Language and Discourse,1879-5382 ;Volume 7"This collection, with eleven papers mostly presented at the 27th North American Conference on Chinese Linguistics (NACCL-27), held at UCLA in April 2015, stands as one of the rare concerted efforts toward a meaningful integration of theory and practice."90-272-6635-2 90-272-0187-0 Includes bibliographical references at the end of each chapters and index.Integrating Chinese Linguistic Research and Language Teaching and Learning; Editorial page; Title page; LCC data; Table of contents; Contributors ; Acknowledgments; Integrating Chinese Linguistic Research and Language Teaching and Learning; Refrences; The Emergence of Verb Argument Structure in Mandarin Chinese; 0. Introduction; 1. The current study; 1.1 Data; 1.2 Coding; 1.3 Results; 2. Discussion and conclusion; References; A corpus linguistics approach to the research and teaching of Chinese as a second language; 0. Introduction; 1. Literature Review1.1 Corpus Linguistics Research in Chinese and Applied Linguistics1.2 The ba-construction; 1.3 Contrastive Interlanguage Analysis (CIA); 2. Research questions; 3. Methods; 3.1 Learner Corpora; 3.1.1 Written Corpus; 3.1.2 Spoken Corpus; 3.2 Reference Corpora (Native Corpora); 3.2.1 Written Native Corpora; 3.2.2 Spoken Native Corpora; 3.3 Analyses; 3.4 Computer adaptive Chinese proficiency test; 4. Results; 4.1 Written corpus: Journals; 4.2 Spoken corpus of the six students who studied in China for a year; 4.3 Comparison of normalized frequencies of ba between Learner and native corpora4.4 Ba used by the six yearlong students over time4.5 Computer Proficiency Test Scores of the Six Yearlong Students; 5. Discussion; 6. Pedagogical Implications; 7. Further research; 8. Conclusion; References; Online corpora used or cited; Facilitating language learning; 0. Introduction; 1. Generative theory and language teaching - issues; 2. Fundamentals of generative linguistic theory; 3. Pedagogical implications; 3.1 The "what" of teaching; 3.2 Teaching methodologies; 4. Possible implementations; 5. Linguistic research and universal grammar; 6. Conclusion; Acknowledgments; ReferencesAn ERP Study of the Processing of Mandarin Classifiers0. Introduction; 1. Method; 1.1 Participants; 1.2 Materials and design; 1.3 Procedure; 1.4 EEG Recording and Data Analysis; 2. Results; 2.1 Match vs. Mismatch; 2.2 Match vs. Missing; 3. Discussion and conclusion; 3.1 Match vs Mismatch; 3.2 Match vs Missing; 3.3 Pedagogical implications; Notes; References; Explicit, Implicit and Metalinguistic Knowledge in L2 Chinese; 0. Introduction; 1. Theoretical background and literature review; 2. Research Questions; 3. Method; 3.1 Participants; 3.2 Instruments; 3.3 Material; 3.4 Scoring; 4. Results5. Discussion6. Conclusion; References; Appendix 1; Appendix 2; Metalinguistic awareness and self-repair in Chinese language learning; 1. Introduction ; 2. Self-initiated self-repair; 2.1 The road to language proficiency; 2.2 The present study; 3. Repair by Beginning Chinese Learners; 3.1 Subjects and materials; 3.2 Repair from the beginning Chinese students; 3.2.1 Usage Frequency and Chunking; 3.2.2 Production Problems; 3.2.3 L1 influence and repair; 3.2.4 Speech error and repair; 3.2.5 Interim summary; 4. Conclusion, what is hard to learn is better remembered!; References; AppendixDe-stressed words in MandarinStudies in Chinese language and discourse ;Volume 7.Chinese languageStudy and teachingChinese languageStudy and teaching.495.107Tao HongyinMiAaPQMiAaPQMiAaPQBOOK9910798668003321Integrating Chinese linguistic research and language teaching and learning3671271UNINA