Word-Combination-Based Measures of Phraseological Diversity, Sophistication, and Complexity and Their Relationship to Second Language Chinese Proficiency and Writing Quality

IF 3.5 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Language Learning Pub Date : 2022-07-23 DOI:10.1111/lang.12511

Renfen Hu, Jifeng Wu, Xiaofei Lu

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引用次数: 1

Abstract

This study investigated the relationship of a set of word-combination-based measures of phraseological diversity, sophistication, and complexity to second language (L2) Chinese proficiency and writing quality in comparison to that of a set of large-grained topic-comment-unit-based measures. Our dataset consisted of 101 assessed narratives produced by Korean learners of Chinese as a L2 at 3 proficiency levels. Multiple phraseological measures exhibited stronger correlations with quality ratings and/or larger effect sizes for proficiency than did the large-grained topic-comment-unit-based measures. Measures pertaining to language-specific features, including topic-comment-unit-based measures and phraseological measures based on language-specific word combination types, exhibited stronger discriminative power for intermediate and advanced levels than for beginning and intermediate levels. Our results also revealed the importance of predicate-related combinations in assessing L2 Chinese phraseological diversity and complexity. We discuss the implications of our findings for L2 Chinese writing research and L2 Chinese pedagogy.

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基于词组合的词汇多样性、复杂性和复杂性测量及其与第二语言汉语水平和写作质量的关系

本研究考察了一组基于词组合的词汇多样性、复杂程度和复杂性指标与第二语言汉语水平和写作质量的关系，并与一组基于大粒度主题评论单元的指标进行了比较。我们的数据集包括101篇由学习第二语言汉语的韩国学习者在3个熟练程度下产生的评估叙述。与基于大粒度主题评论单元的测量相比，多个短语测量显示出与质量评级和/或熟练程度的更强相关性。与语言特定特征相关的测量，包括基于主题评论单元的测量和基于语言特定单词组合类型的短语测量，在中级和高级水平上表现出比初级和中级水平更强的辨别能力。我们的研究结果还揭示了谓语相关组合在评估二语汉语短语多样性和复杂性方面的重要性。我们讨论了我们的发现对二语汉语写作研究和二语汉语教学的意义。

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来源期刊

Language Learning Multiple-

CiteScore

9.10

自引率

15.90%

发文量

期刊介绍： Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes one or two annual supplements, alternating among a volume from the Language Learning Cognitive Neuroscience Series, the Currents in Language Learning Series or the Language Learning Special Issue Series.