Abstract: There are many monosyllabic and disyllabic synonyms in Chinese. In the use of certain specific vocabulary, monosyllabic words are often used instead of disyllabic words, thus forming characteristics and expressions different from Putonghua. Firstly, this paper lists and investigates the common examples of this phenomenon according to the classification of nouns, verbs and adverbs. Then it explores the root cause and points out that it originates from China's Early Mandarin as a whole; finally, it analyses the advantages and disadvantages of this phenomenon from the perspective of pragmatics and expression. Besides the ability to comprehend and identify unique "specific examples", one of the key takeaways of this paper is that we should also be conscious of "categorisation" in the study of the Chinese language. On top of that, being adept and timely at induction and summarising is also needed to discover new breakthroughs and growth opportunities.

Keywords: Chinese, vocabulary, monosyllabic words, disyllabic words

Abstract: Xu Taishi Zhenjun Tuzhuan is the only piece of work in Taoist Canon (Daozang) that tells the story of Xu Xun practicing filial piety in an illustrated way. Beyond the convention of honoring and obeying parents, the biography depicts with exquisite pictures and concise words how Xu Xun practiced family ethics as the small filial piety and how he shouldered social responsibility as the big filial piety. It first proposed that one should love all beings out of filial piety, that one could become immortal because of filial piety, and that mothers shall be respected and valued, all of which constitute a unique, distinctive view of filial piety. The merits of this view, valuing kinship and benefiting society, also provide a new perspective for contemporary Chinese research and the content and design of Chinese moral teaching.

Keywords: Xu Taishi Zhenjun Tuzhuan, filial piety, the Chinese language teaching

Abstract: This paper addresses the relationship between intercultural adaptation and the development of interlanguage pragmatic competence. The participants were 35 English speaking students from United States' higher education institutions in a shortterm language program in China. Intercultural adaptability consists of four dimensions (emotional resilience, flexibility/openness, perceptual acuity and personal autonomy), which were measured by a 50-item survey (Cronbach's alpha=0.84). Pragmatic competence was evaluated by outputs of speech acts through eight discourse completion tests in different situations with different levels of formality. Studies show that there is a significant correlation between intercultural adaptation and the improvement of appropriateness of speech acts. However, the influence of the four dimensions of intercultural adaptation on the development of appropriateness of speech acts is not balanced. The relationship between intercultural adaptation and pragmatic competence suggests that intercultural training can serve as a useful tool for students to prepare for their pragmatic competency's development before they study abroad.

Keywords: intercultural adaptation, pragmatic competence, speech acts, appropriateness, target language contexts

Abstract: Integrated writing tasks, which require students to write compositions based on information from listening and reading resources, are widely used in international and regional language examinations because of their authenticity and fairness. Although extensive studies have been conducted on integrated writing in L2 English and L1 Chinese, writing tasks in L2 Chinese are rarely examined. This paper investigates eleven integrated writing tasks from eight international Chinese examinations by employing the method of directed content analysis. The result reveals that these integrated writing tasks contain mainly summary and responsive writing, which aligns with the modern assessment principles of communicativeness and authenticity. We also find that L2 writing tasks emphasize the accuracy and flexibility of basic linguistic skills, whereas L1 writing tasks highlight integration, personal views, and argumentation that are related to the effectiveness of language communication, and consequently tap into higher-order thinking skills. Brief suggestions for how to improve examination practice are also provided.

Keywords: Integrated writing tasks, international Chinese examinations, comparison of L1 and L2, directed content analysis