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Lan Yang

Ying Peng

University of Leeds, UK

 

Dongyan Chen

University of Greenwich, UK

 

Chen Yang

Clare Wright

University of Leeds, UK

 

This special issue of the "International Journal of Chinese Language Teaching" comprises a selection of papers presented at the Fourth International Symposium on Chinese Theoretical and Applied Linguistics (ISOCTAL-4), held in June 2022 at the University of Leeds in the United Kingdom. This symposium series was established in 2015 and has become an advanced academic platform for cutting-edge research in Chinese theoretical and applied linguistics.

 

At ISOCTAL-4, representatives from different countries gathered at the conference in person and online to discuss a wide range of topics and approaches in Chinese linguistics and language teaching. The symposium focused on five main areas: Chinese linguistic knowledge based on Chinese linguistic theory, exploring the question of “what to teach”; cognitive psychology-based perspectives on Chinese language acquisition, exploring “how to learn”; educational theories and methods based on pedagogy, looking at “how to teach”; new teaching technologies based on contemporary technological developments, exploring new modes for teaching and learning; and discussions regarding the bridge between language and culture in Chinese language teaching.

 

This special issue includes eight articles that represent the different aspects explored by scholars. The first six follow standard empirical research investigations of different questions based in linguistic theory, cognitive learning and pedagogical approaches. The final two pieces introduce a different style of focus and format, presenting theoretical and methodological reports on innovations in thinking about Chinese words and grammar.
 

第四届理论及应用汉语语言学国际研讨会特刊（ISOCTAL-4）导言

Lan Yang

Ying Peng

利兹大学，英国

 

Dongyan Chen

格林尼治大学，英国

 

Chen Yang

Clare Wright

利兹大学，英国

 

作为《国际汉语教学学报》的一期特刊，这是一本会议论文集，选录了一组在第四届理论及应用汉语语言学国际研讨会（ ISOCTAL-4）上发表的论文。
 

第四届理论及应用汉语语言学国际研讨会于2022年6月20至21日在英国利兹大学举行。该研讨会系列创立于2015年，已成为汉语理论和应用语言学前沿研究的高级学术平台之一。当时，来自不同国家和地区的会议代表相聚一堂，纵论学术。会议主旨涉及五个层面：一是以汉语语言学为基础的汉语知识体系，探讨“教什么”的问题；二是以认知心理学为基础的中文习得与认知的层面，探讨“怎样学”的问题；三是以教育学为基础教学理论和方法的层面，探讨“如何教”的问题；四是以当代科技发展为基础的新的教学技术层面，探讨拓展辅教促学新模式的问题；五是以中华文化为基础，探讨汉语及其教学中的文化问题。