Cover; Title; Copyright; Contents; List of contributors; Acknowledgement; Preface; Introduction; PART I Benchmarking, standardisation and assessment of the Chinese language; 1 European benchmarking Chinese language: defining the competences in the written language; 2 Exploring the criterion-validity of HSK Levels 3 and 4: are assessments and CEFR standards related?; PART II Critical issues in CFL teaching materials and curriculum; 3 Problematising identity work in CFL teaching materials; 4 Learning Chinese idioms: a luxury or necessity for the curriculum?
5 An experimental study on teaching number-related Chinese metaphors with cognitive deep-rooted cultural inputPART III Pedagogical innovations in the CFL classroom; 6 The application of a visual stimulation approach for teaching CFL at beginner level; 7 Bootstrapping learning in a Chinese beginners' classroom; 8 The impact of an online grammar self-assessment system on CFL learners and teachers; PART IV Profiling learners' language development; 9 An analysis of advanced L2 Chinese learners' common errors and their perceptions of errors in argument-based essays
Notes
10 The effect of instruction on L2 writing in Chinese: a T-unit analysisIndex
