Skip to main content
  • Book
  • © 2022

Challenges Encountered by Chinese ESL Learners

Problems and Solutions from Complementary Perspectives

  • Clarifies what makes tense, aspect, middles and unaccusatives, difficult for Chinese ESL learners

  • Showcases how different theoretical perspectives might be complementary to each other

  • Equips teachers with the pertinent knowledge to adopt corresponding pedagogical intervention to address L2 problems

  • 70 Accesses

Buying options

eBook USD 119.00
Price excludes VAT (USA)
  • ISBN: 978-981-16-5332-2
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
Hardcover Book USD 159.99
Price excludes VAT (USA)

This is a preview of subscription content, access via your institution.

Table of contents (14 chapters)

  1. Front Matter

    Pages i-xxi
  2. The Role of Lexical Aspect in L2 Acquisition of the Present Perfect

    • Derek Ho Leung Chan, Yasuhiro Shirai
    Pages 29-57

About this book

This book provides a blended approach in outlining the properties of grammatical knowledge that have been causing difficulty to Chinese speaking learners, including tense and aspect, articles, passives, unaccusatives, plurality and motion verbs. It explains from different linguistics perspectives how these constraints/difficulties might be dealt with. It also offers readers a comprehensive account of these problems, and outlines the possible pedagogical solutions teachers can try in the classroom. These topics are selected because they bring substantial challenges and difficulties to Chinese English as a Second Language (ESL) learners. This book bridges the gap between acquisition theory and language pedagogy research, benefiting not just language learners but language teachers around the world, and all those who would like to witness collaboration between second language acquisition theory and second language teaching practice in general. It initiates future work in which researchers from different fields with diverging theoretical perspectives and methodological approaches will be able to develop studies that are compatible with each other. This overall can facilitate our understanding of second language acquisition, and how instruction might help.  

Keywords

  • Second language acquisition
  • Functional categories
  • Explicit instruction
  • Implicit instruction
  • Processing instruction
  • Tense and aspect
  • Unaccusatives
  • English as a second language

Editors and Affiliations

  • Language Centre, Hong Kong Baptist University, Kowloon Tong, Hong Kong

    Mable Chan

  • Centre for Applied English Studies, The University of Hong Kong, Pok Fu Lam, Hong Kong

    Alessandro G. Benati

About the editors

Mable Chan (Ph.D., Language and Linguistics, The University of Essex, UK) is currently a Senior Lecturer at the Language Centre, Hong Kong Baptist University. Before joining Hong Kong Baptist University, she taught in the Department of English of The Hong Kong Polytechnic University for close to 20 years. Her main research interests include second language acquisition (SLA) at the interface with language education, and professional/workplace communication. She has published widely in the areas of second language acquisition, professional communication, and language learning and teaching in international journals such as System, Journal of Educational Research, and Business and Professional Communication Quarterly. She received the Faculty Award for Outstanding Teaching twice (2004/2005; 2010/2011). She also secured key external grants from: University Grants Committee (GRF: $677,300), and Standing Committee of Language Education and Research ($882,286.9). She recently (January 2020) published an authored book entitled English for Business Communication with Routledge. There are two other books she is now working on: (a) an edited book entitled Perspectives on teaching workplace English in the 21st century with Routledge; and (b) an authored book entitled Teaching Business English with Routledge.  

Professor Alessandro Benati is Director of CAES at Hong Kong University. He is known for his research on how L2 learners process information and what internal strategies they use in language processing across romance and non-romance languages. Most recently his ground-breaking research on the pedagogical framework called Processing Instruction has been driven by the use of new online measurements (e.g., eye tracking, self-paced reading, reaction times) to track what happens within language learners' brains in learning contexts. He is author and co-author of several research monographs and journals articles in this field. Alessandro has coordinated high-impact research projects funded by the EU, Leverhulme Trust, British Academy, and other research bodies around the world. He is co-editor of a new series for Cambridge University Press called Elements in Second Language Acquisition,  a member of the UK-REF Panel 2021, and honorary professor in various institutions in Europe and the USA. 


Bibliographic Information

  • Book Title: Challenges Encountered by Chinese ESL Learners

  • Book Subtitle: Problems and Solutions from Complementary Perspectives

  • Editors: Mable Chan, Alessandro G. Benati

  • DOI: https://doi.org/10.1007/978-981-16-5332-2

  • Publisher: Springer Singapore

  • eBook Packages: Education, Education (R0)

  • Copyright Information: Springer Nature Singapore Pte Ltd. 2022

  • Hardcover ISBN: 978-981-16-5331-5

  • eBook ISBN: 978-981-16-5332-2

  • Edition Number: 1

  • Number of Pages: XXI, 353

  • Number of Illustrations: 93 b/w illustrations, 23 illustrations in colour

  • Topics: Language Education, Language Education, Education, Education

Buying options

eBook USD 119.00
Price excludes VAT (USA)
  • ISBN: 978-981-16-5332-2
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
Hardcover Book USD 159.99
Price excludes VAT (USA)