Do learners use different topical progression patterns in L2 Chinese argumentative spoken and written discourse?

Chinese as a Second Language Research Pub Date : 2023-04-28 DOI:10.1515/caslar-2023-0002

Jianling Liao

引用次数: 0

Abstract

Abstract The current study examines how L2 Chinese learners develop their topics in spoken and written discourse. Currently, researchers have mainly analyzed topical progression features in written texts. Topical progression in speech is rarely examined. We know little about whether learners may advance their topics differently in spoken and written discourse. The current study investigates how advanced Chinese learners apply topical progressions, such as parallel or sequential progression, in argumentative spoken and written discourse, respectively. The study also examines how various topical progressions may relate to the holistic qualities of spoken and written discourse. Topical progression features were analyzed using the Topical Structure Analysis framework. The results showed significant differences in the use of new sequential and related sequential progressions between the two types of discourse. The case study analysis results revealed a multi-Z and single-Z topical movement pattern for higher-score and lower-score performances, respectively.

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在第二语言汉语的议论性口语和书面语篇中，学习者是否使用了不同的主题进行模式?

摘要本研究考察了二语汉语学习者如何在口语和书面语篇中发展他们的话题。目前，研究者主要分析书面语篇中的话题进展特征。言语中的主题进展很少被研究。我们对学习者是否可以在口语和书面语篇中以不同的方式推进他们的主题知之甚少。本研究调查了高级汉语学习者如何分别在议论文口语和书面语篇中应用话题进行式，如平行或顺序进行。该研究还考察了各种主题进展如何与口语和书面语篇的整体素质相关。使用主题结构分析框架分析主题进展特征。结果表明，两种类型的语篇在使用新的顺序进行和相关的顺序进行方面存在显著差异。案例研究分析结果显示，得分较高和得分较低的表现分别为多Z和单Z局部运动模式。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Chinese as a Second Language Research Arts and Humanities-Language and Linguistics

CiteScore

0.30

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0.00%

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期刊介绍： Chinese as a Second Language Research (CASLAR) focuses on research on the acquisition, development, and use of Chinese as a Second Language. It supports scholars and researchers from different linguistic fields, and serves as a forum to discuss, investigate, and better understand Chinese as a Second Language. Each issue (2 per year) of the journal publishes three papers in Chinese and three papers in English; summaries are always provided both in Chinese and English. We are especially interested in publishing articles and research papers that investigate how empirical findings of CSL research can advance and develop better Chinese language teaching methodologies, explore the implications of CSL research for theoretical developments and practical applications, focus on the acquisition and use of varieties of CSL, study the nature of interaction between native speakers and non-native speakers of Chinese, address major issues of second language acquisition from the perspective of CSL, analyze the ways in which language is both shaped by culture and is the medium through which culture is created.

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