ABSTRACT
This chapter discusses the general properties of Chinese adverbs, the main research on adverbs and the pedagogical strategies that can be used in the teaching of Chinese adverbs. Chinese adverbs can only be used as adverbial adjuncts modifying other verbs or verb phrases. The general principles behind the teaching of Chinese adverbs include introducing new features one at a time, starting with easier uses and moving on to harder ones, using explicit instruction followed by comprehension and production activities, and building in timely reviews and constant summaries of the uses that Chinese learners have been exposed to. Some adverbs require special attention to word order (都，先，只) while some place special requirements on the form of the elements that co-occur with them (怪，太，稍微，简直). The use of some adverbs is syntactically motivated, which lacks overt realization in English, and thus is easily underused by Chinese learners (都). The main cause of the misuse and overuse of some adverbs is an inaccurate understanding of the grammatical meanings that adverbs express (不，没有), or the semantic and discourse requirements of the adverbs in the contexts in which they are used （并，又，反而）. Instructors should be fully aware of the syntactic properties, semantic features, and the discourse requirements of adverbs and make these conditions clear to Chinese learners from the start. Instructions on adverbs must be given over time and emphasized and attended to at all levels.
