Pub Date : 2017-06-27DOI: 10.1515/caslar-2017-0001
Naoko Taguchi, Shuai Li
Abstract As Chinese is quickly becoming the language for intercultural communication, rules and norms of interaction in Chinese – how to speak with the level of politeness and formality required in a situation, or to understand another person’s intention communicated indirectly – are critical aspects of learning Chinese. Despite this growing interest in Chinese teaching and research, most studies have focused on formal aspects of Chinese competence (e.g., grammar and character knowledge), and little research has addressed pragmatic aspects of Chinese learning (Taguchi, 2015). To fill this gap, this thematic review presents four empirical studies on pragmatics in Chinese as a second language. Four studies deal with a variety of pragmatic features in Chinese (e.g., sentence final particles, formulaic expressions, request-making forms, mitigation strategies, stance markers) to illustrate how those features can inform us about L2 Chinese learners’ pragmatic competence and development.
{"title":"Introduction to a thematic review: Pragmatics research in Chinese as a second language","authors":"Naoko Taguchi, Shuai Li","doi":"10.1515/caslar-2017-0001","DOIUrl":"https://doi.org/10.1515/caslar-2017-0001","url":null,"abstract":"Abstract As Chinese is quickly becoming the language for intercultural communication, rules and norms of interaction in Chinese – how to speak with the level of politeness and formality required in a situation, or to understand another person’s intention communicated indirectly – are critical aspects of learning Chinese. Despite this growing interest in Chinese teaching and research, most studies have focused on formal aspects of Chinese competence (e.g., grammar and character knowledge), and little research has addressed pragmatic aspects of Chinese learning (Taguchi, 2015). To fill this gap, this thematic review presents four empirical studies on pragmatics in Chinese as a second language. Four studies deal with a variety of pragmatic features in Chinese (e.g., sentence final particles, formulaic expressions, request-making forms, mitigation strategies, stance markers) to illustrate how those features can inform us about L2 Chinese learners’ pragmatic competence and development.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"6 1","pages":"1 - 6"},"PeriodicalIF":0.0,"publicationDate":"2017-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2017-0001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47561030","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-06-27DOI: 10.1515/caslar-2017-0005
Shuai Li
Abstract This study investigated whether and how foreign language (FL) aptitudes interacted with different instructional conditions to affect pragmatic gains in L2 Chinese. Fifty American learners of Chinese were randomly assigned to an (explicit) input-based treatment group, an (explicit) output-based treatment group, and a control group. Following a metapragmatic session, the two treatment groups practiced target request-making forms through their respective computer programs, while the control group did not practice. Gains in pragmatic performance were measured by a listening judgment test and an oral production test at immediate and delayed posttests. The participants also completed three foreign language (FL) aptitude tests assessing rote memory, grammatical sensitivity, and working memory. The results revealed different patterns of correlation between FL aptitudes and pragmatic gains. The input group showed positive correlations between working memory and reductions in judgment response times at both immediate and delayed posttests. The output group showed a positive correlation between grammatical sensitivity and gains in production speech rates at immediate posttest; a negative correlation was also found between rote memory and reductions in production planning times made at immediate posttest.
{"title":"An exploratory study on the role of foreign language aptitudes in instructed pragmatics learning in L2 Chinese","authors":"Shuai Li","doi":"10.1515/caslar-2017-0005","DOIUrl":"https://doi.org/10.1515/caslar-2017-0005","url":null,"abstract":"Abstract This study investigated whether and how foreign language (FL) aptitudes interacted with different instructional conditions to affect pragmatic gains in L2 Chinese. Fifty American learners of Chinese were randomly assigned to an (explicit) input-based treatment group, an (explicit) output-based treatment group, and a control group. Following a metapragmatic session, the two treatment groups practiced target request-making forms through their respective computer programs, while the control group did not practice. Gains in pragmatic performance were measured by a listening judgment test and an oral production test at immediate and delayed posttests. The participants also completed three foreign language (FL) aptitude tests assessing rote memory, grammatical sensitivity, and working memory. The results revealed different patterns of correlation between FL aptitudes and pragmatic gains. The input group showed positive correlations between working memory and reductions in judgment response times at both immediate and delayed posttests. The output group showed a positive correlation between grammatical sensitivity and gains in production speech rates at immediate posttest; a negative correlation was also found between rote memory and reductions in production planning times made at immediate posttest.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"6 1","pages":"103 - 128"},"PeriodicalIF":0.0,"publicationDate":"2017-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2017-0005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46915752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-06-27DOI: 10.1515/caslar-2017-0004
Yang XIAO–DESAI, K. Wong
Abstract Drawing on data from a learner corpus of blogs, this study explores epistemic expressions used in Chinese heritage language (CHL) writing from a developmental perspective, and aims to provide a better understanding of pragmatic development in heritage language learning context. A total of 6,511 blog entries written by 266 heritage learners from four different proficiency levels were analyzed cross-sectionally. The findings revealed three notable developmental patterns in CHL learners’ use of epistemic markers (EMs): 1) a rapid increase in the frequency and diversity of EMs at the beginning of CHL curriculum, 2) a period of stability from the second quarter onward, and 3) a divergence of frequency and diversity at the advanced level, whereby the diversity of EMs increased again, but the overall frequency of EMs remained unchanged. Significant developmental variability was also found between grammatical sub-groups of epistemic markers. Overall, the study shed light on the development of CHL learners’ pragmatic competence, and demonstrated the effectiveness of learner corpora as a research tool for studies of pragmatics learning.
{"title":"Epistemic stance in Chinese heritage language writing – A developmental view","authors":"Yang XIAO–DESAI, K. Wong","doi":"10.1515/caslar-2017-0004","DOIUrl":"https://doi.org/10.1515/caslar-2017-0004","url":null,"abstract":"Abstract Drawing on data from a learner corpus of blogs, this study explores epistemic expressions used in Chinese heritage language (CHL) writing from a developmental perspective, and aims to provide a better understanding of pragmatic development in heritage language learning context. A total of 6,511 blog entries written by 266 heritage learners from four different proficiency levels were analyzed cross-sectionally. The findings revealed three notable developmental patterns in CHL learners’ use of epistemic markers (EMs): 1) a rapid increase in the frequency and diversity of EMs at the beginning of CHL curriculum, 2) a period of stability from the second quarter onward, and 3) a divergence of frequency and diversity at the advanced level, whereby the diversity of EMs increased again, but the overall frequency of EMs remained unchanged. Significant developmental variability was also found between grammatical sub-groups of epistemic markers. Overall, the study shed light on the development of CHL learners’ pragmatic competence, and demonstrated the effectiveness of learner corpora as a research tool for studies of pragmatics learning.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"6 1","pages":"102 - 73"},"PeriodicalIF":0.0,"publicationDate":"2017-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2017-0004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41676806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-06-27DOI: 10.1515/caslar-2017-0002
Naoko Taguchi, H. Zhang, Qiong Li
Abstract This study aimed to investigate: (1) Chinese heritage learners’ (CHLs) pragmatic competence in comparison to foreign language learners of Chinese (CFLs) and (2) the relationship between CHLs’ pragmatic competence and their language contact in a range of social settings. Focal linguistic forms included sentence final particles (SFPs) and formulaic expressions (FORs). Sixty Chinese language learners in the intermediate- and advanced-level classes (31 CHLs and 29 CFLs) participated in the study. Participants completed a computerized listening comprehension task, a written production task, and a language contact questionnaire. Findings showed that CHLs outperformed CFLs in both comprehension and production of Chinese sentence final particles and formulaic expressions. The analysis of language contact questionnaire revealed that learners who reported a greater amount of interactive language contact achieved higher scores on the pragmatic tasks, regardless of the constructs and skill domains assessed.
{"title":"Pragmatic competence of heritage learners of Chinese and its relationship to social contact","authors":"Naoko Taguchi, H. Zhang, Qiong Li","doi":"10.1515/caslar-2017-0002","DOIUrl":"https://doi.org/10.1515/caslar-2017-0002","url":null,"abstract":"Abstract This study aimed to investigate: (1) Chinese heritage learners’ (CHLs) pragmatic competence in comparison to foreign language learners of Chinese (CFLs) and (2) the relationship between CHLs’ pragmatic competence and their language contact in a range of social settings. Focal linguistic forms included sentence final particles (SFPs) and formulaic expressions (FORs). Sixty Chinese language learners in the intermediate- and advanced-level classes (31 CHLs and 29 CFLs) participated in the study. Participants completed a computerized listening comprehension task, a written production task, and a language contact questionnaire. Findings showed that CHLs outperformed CFLs in both comprehension and production of Chinese sentence final particles and formulaic expressions. The analysis of language contact questionnaire revealed that learners who reported a greater amount of interactive language contact achieved higher scores on the pragmatic tasks, regardless of the constructs and skill domains assessed.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"6 1","pages":"37 - 7"},"PeriodicalIF":0.0,"publicationDate":"2017-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2017-0002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49595307","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-10-01DOI: 10.1515/caslar-2016-0009
Wenying Jiang, Qi Wu
Abstract This study compared language learning strategies used by Chinese as a foreign language (CFL) learners in Australia and English as a foreign language (EFL) learners in China through Oxford’s (1990. Language learning strategies: What every teacher should know. Boston: Heinle and Heinle.) Strategy Inventory of Language Learning (SILL) questionnaire survey. Two cohorts of learners, namely Australian CFL learners (N=101) and Chinese EFL learners (N=100), participated in this study. It was found that the most frequently used strategies by the Chinese EFL learners were compensation strategies and the least frequently used strategies were memory strategies while the most frequently used strategies by the Australian CFL learners were social strategies and the least frequently used strategies were affective strategies. Australian female learners used slightly more strategies than male learners, but no difference was found in the strategies used by the Chinese EFL male and female learners. No significant difference was found either in the strategies used by learners of different grade levels, regardless of whether they were Chinese EFL or Australian CFL learners. Scores of some individual categories significantly differed between the three levels of the Australian CFL learners and the four levels of the Chinese EFL learners. In general the Chinese EFL learners used more strategies when compared with those used by the Australian CFL learners. Pedagogical implications of the findings were also discussed. This study contributes to the research in language learning strategies in that it considers the typological distance between learners’ L1 and the target language for the first time. It also has clarified the seemingly inconsistent findings in the literature in terms of memory strategies use by Asian learners (Chinese learners in this case): when compared with other categories of strategies, memory strategies were used the least frequently by the Chinese EFL learners; when compared with learners from other cultural backgrounds such as the Australian or American, the Chinese EFL learners used memory strategies more frequently.
摘要本研究比较了澳大利亚的对外汉语学习者和中国的对外英语学习者使用的语言学习策略。语言学习策略:每个老师都应该知道的。波士顿:Heinle and Heinle。)语言学习策略量表问卷调查。两组学习者分别是澳大利亚的CFL学习者(N=101)和中国的EFL学习者(N=100)。研究发现，中国学习者使用最多的策略是补偿策略，使用最少的策略是记忆策略;澳大利亚学习者使用最多的策略是社交策略，使用最少的策略是情感策略。澳大利亚女性学习者使用的策略略多于男性学习者，而中国男性和女性学习者使用的策略没有差异。在不同年级水平的学习者中，无论是中国的EFL学习者还是澳大利亚的CFL学习者，他们使用的策略都没有显著差异。澳大利亚英语学习者的三个水平与中国英语学习者的四个水平在某些单项得分上存在显著差异。总体而言，中国英语学习者比澳大利亚英语学习者使用更多的策略。研究结果的教学意义也进行了讨论。本研究首次考虑了学习者的母语与目的语之间的类型距离，为语言学习策略的研究做出了贡献。它也澄清了文献中关于亚洲学习者(本例中为中国学习者)使用记忆策略的看似不一致的发现:与其他类型的策略相比，中国英语学习者使用记忆策略的频率最低;与澳大利亚、美国等其他文化背景的学习者相比，中国英语学习者使用记忆策略的频率更高。
{"title":"A comparative study on learning strategies used by Australian CFL and Chinese EFL learners","authors":"Wenying Jiang, Qi Wu","doi":"10.1515/caslar-2016-0009","DOIUrl":"https://doi.org/10.1515/caslar-2016-0009","url":null,"abstract":"Abstract This study compared language learning strategies used by Chinese as a foreign language (CFL) learners in Australia and English as a foreign language (EFL) learners in China through Oxford’s (1990. Language learning strategies: What every teacher should know. Boston: Heinle and Heinle.) Strategy Inventory of Language Learning (SILL) questionnaire survey. Two cohorts of learners, namely Australian CFL learners (N=101) and Chinese EFL learners (N=100), participated in this study. It was found that the most frequently used strategies by the Chinese EFL learners were compensation strategies and the least frequently used strategies were memory strategies while the most frequently used strategies by the Australian CFL learners were social strategies and the least frequently used strategies were affective strategies. Australian female learners used slightly more strategies than male learners, but no difference was found in the strategies used by the Chinese EFL male and female learners. No significant difference was found either in the strategies used by learners of different grade levels, regardless of whether they were Chinese EFL or Australian CFL learners. Scores of some individual categories significantly differed between the three levels of the Australian CFL learners and the four levels of the Chinese EFL learners. In general the Chinese EFL learners used more strategies when compared with those used by the Australian CFL learners. Pedagogical implications of the findings were also discussed. This study contributes to the research in language learning strategies in that it considers the typological distance between learners’ L1 and the target language for the first time. It also has clarified the seemingly inconsistent findings in the literature in terms of memory strategies use by Asian learners (Chinese learners in this case): when compared with other categories of strategies, memory strategies were used the least frequently by the Chinese EFL learners; when compared with learners from other cultural backgrounds such as the Australian or American, the Chinese EFL learners used memory strategies more frequently.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"5 1","pages":"213 - 239"},"PeriodicalIF":0.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2016-0009","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67390783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-10-01DOI: 10.1515/caslar-2016-0008
Shu-Han Yeh
Abstract This article examines the use of situation-bound utterances (qíngjìng zhuānyòngyǔ 情境专用语) in five mainstream Chinese foreign language textbooks in order to survey, categorize, and discuss their use therein. Kecskes (2000a. A cognitive-pragmatic approach to situation-bound utterances. Journal of Pragmatics 32(5). 605–625) defined Situation-bound utterances (hereafter SBUs) as “highly conventionalized, prefabricated pragmatic units whose occurrences are tied to standardized communicative situations” (2000a: 606). SBUs are prevalent in Modern Chinese and in several ways represent Chinese culture. Many Chinese foreign language textbooks, however, underestimate the importance of SBUs. Based on information culled from five textbooks (Integrated Chinese 中文听说读写, First Step 中文起步, Basic Spoken Chinese 基础中文：听与说, Practical Audio-Visual Chinese 实用视听华语, and New Practical Chinese Reader 新实用汉语) a Chinese SBUs database has been generated. One hundred seventy-eight Chinese SBUs are identified, and they are categorized into ten speech act categories. Among these, the three most common speech acts are: (1) greetings/daily conversation, (2) polite request, and (3) inquiry. These speech acts represent and reflect the concept and practice of politeness in Chinese culture. Basic Spoken Chinese provides the most detailed and clearest explanations of SBUs, and explains the most appropriate contexts for use of SBUs. As for repeated use of SBUs, both Basic Spoken Chinese and Integrated Chinese outperformed the other textbooks. None of the textbooks examined, however, adequately explain the use and importance of SBUs in Modern Chinese. The purpose of this study is to fill this lacuna.
{"title":"The use of situation-bound utterances in Chinese foreign language textbooks","authors":"Shu-Han Yeh","doi":"10.1515/caslar-2016-0008","DOIUrl":"https://doi.org/10.1515/caslar-2016-0008","url":null,"abstract":"Abstract This article examines the use of situation-bound utterances (qíngjìng zhuānyòngyǔ 情境专用语) in five mainstream Chinese foreign language textbooks in order to survey, categorize, and discuss their use therein. Kecskes (2000a. A cognitive-pragmatic approach to situation-bound utterances. Journal of Pragmatics 32(5). 605–625) defined Situation-bound utterances (hereafter SBUs) as “highly conventionalized, prefabricated pragmatic units whose occurrences are tied to standardized communicative situations” (2000a: 606). SBUs are prevalent in Modern Chinese and in several ways represent Chinese culture. Many Chinese foreign language textbooks, however, underestimate the importance of SBUs. Based on information culled from five textbooks (Integrated Chinese 中文听说读写, First Step 中文起步, Basic Spoken Chinese 基础中文：听与说, Practical Audio-Visual Chinese 实用视听华语, and New Practical Chinese Reader 新实用汉语) a Chinese SBUs database has been generated. One hundred seventy-eight Chinese SBUs are identified, and they are categorized into ten speech act categories. Among these, the three most common speech acts are: (1) greetings/daily conversation, (2) polite request, and (3) inquiry. These speech acts represent and reflect the concept and practice of politeness in Chinese culture. Basic Spoken Chinese provides the most detailed and clearest explanations of SBUs, and explains the most appropriate contexts for use of SBUs. As for repeated use of SBUs, both Basic Spoken Chinese and Integrated Chinese outperformed the other textbooks. None of the textbooks examined, however, adequately explain the use and importance of SBUs in Modern Chinese. The purpose of this study is to fill this lacuna.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"5 1","pages":"187 - 212"},"PeriodicalIF":0.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2016-0008","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67390729","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-10-01DOI: 10.1515/caslar-2016-0007
Qin Yao, C. Renaud
Abstract The goal of this study is to examine the processing of Chinese relative clauses (RCs) through a self-paced reading task and to determine whether the learning environment plays a role in the second-language (L2) acquisition of RCs. We investigated two types of RCs (subject vs. object RCs) along with two positions in which a RC can occur (modifying a matrix subject noun phrase [NP] vs. a matrix object NP). Eighteen native speakers of Chinese and twenty-one L2 learners at an intermediate proficiency level participated in the study. Ten learners were students learning Chinese in the US (i. e., in a foreign-language context), whereas the other eleven learners were students studying Chinese in China (i. e., in a study-abroad context). The comprehension of sentences containing a RC and reading times (RTs) on the RC and the head noun (the segment immediately following the RC) were analyzed. The results show distinct patterns for the learners and the native speakers. The accuracy data reveals that the L2 learners in China performed better than the L2 learners in the US. Additionally, the L2 learners in China exhibited a processing speed advantage to the L2 learners in the US. The RT data highlighted important asymmetries in the L2 learners in the US and the native speakers, while the results were flat for the L2 learners in China. Specifically, L2 learners in the US took longer to read object RCs than subject RCs while the opposite pattern was obtained for the L1 speakers. Moreover, matrix-object-modifying RCs revealed shorter RTs than matrix-subject-modifying RCs for L2 learners in the US, whereas the opposite pattern was found for the L1 speakers. These findings are discussed in light of the Linear Distance Theory and the Structural Distance Theory (e. g., O’Grady 1997. Syntactic development. Chicago: University of Chicago Press). Overall, these results seem to provide support to the assumption that changes in syntactic processing happen as a result of exposure to the language environment (Cuetos et al. 1996. Parsing in different languages. In Manuel Carreias, Jose E. Garcia-Albea & Nuria Sebastien-Galles (eds.), Language processing in Spanish, 145–187. Mahwah, NJ: Erlbaum; Frenck–Mestre 2002. An on-line look at sentence processing in the second language. In Roberto Heredia & Jeanette Altarriba (eds.), Bilingual sentence processing, 217–236. Amsterdam: Elsevier Science Publishers.).
摘要本研究的目的是通过自定节奏阅读任务考察汉语关系从句的加工过程，并确定学习环境是否在关系从句习得过程中起作用。我们研究了两种类型的RC(主语RC与宾语RC)以及RC可能发生的两种位置(修饰矩阵主语名词短语[NP]与矩阵宾语NP)。18名以汉语为母语的学习者和21名中等水平的二语学习者参与了研究。10名学习者是在美国学习中文的学生(即:)，而其他11名学习者则是在中国学习汉语的学生(即。(以留学为例)。分析了学生对含词形动词的句子的理解、词形动词和词形名词的阅读次数。结果显示，学习者和母语人士的模式截然不同。准确度数据显示，中国的L2学习者比美国的L2学习者表现得更好。此外，中国的二语学习者比美国的二语学习者表现出加工速度优势。RT数据强调了美国第二语言学习者和母语者之间的重要不对称，而中国第二语言学习者的结果则是持平的。具体来说，美国的二语学习者阅读客体rc的时间比阅读主体rc的时间要长，而母语学习者阅读客体rc的时间则相反。此外，美国第二语言学习者的矩阵-客体修饰RCs比矩阵-主体修饰RCs显示的RTs更短，而母语使用者的RCs则相反。这些发现是根据线性距离理论和结构距离理论(如:O’grady 1997。语法的发展。芝加哥:芝加哥大学出版社)。总的来说，这些结果似乎为以下假设提供了支持:语法处理的变化是暴露于语言环境的结果(Cuetos等)。1996. 用不同的语言进行解析。在Manuel Carreias, Jose E. Garcia-Albea & Nuria Sebastien-Galles(编)，西班牙语的语言处理，145-187。莫瓦，新泽西:厄尔鲍姆;Frenck-Mestre 2002。在线观看第二语言的句子处理。见Roberto Heredia & Jeanette Altarriba(编)，双语句子处理，217-236。阿姆斯特丹:爱思唯尔科学出版社。
{"title":"Processing Chinese relative clauses: An investigation of second-language learners from different learning contexts","authors":"Qin Yao, C. Renaud","doi":"10.1515/caslar-2016-0007","DOIUrl":"https://doi.org/10.1515/caslar-2016-0007","url":null,"abstract":"Abstract The goal of this study is to examine the processing of Chinese relative clauses (RCs) through a self-paced reading task and to determine whether the learning environment plays a role in the second-language (L2) acquisition of RCs. We investigated two types of RCs (subject vs. object RCs) along with two positions in which a RC can occur (modifying a matrix subject noun phrase [NP] vs. a matrix object NP). Eighteen native speakers of Chinese and twenty-one L2 learners at an intermediate proficiency level participated in the study. Ten learners were students learning Chinese in the US (i. e., in a foreign-language context), whereas the other eleven learners were students studying Chinese in China (i. e., in a study-abroad context). The comprehension of sentences containing a RC and reading times (RTs) on the RC and the head noun (the segment immediately following the RC) were analyzed. The results show distinct patterns for the learners and the native speakers. The accuracy data reveals that the L2 learners in China performed better than the L2 learners in the US. Additionally, the L2 learners in China exhibited a processing speed advantage to the L2 learners in the US. The RT data highlighted important asymmetries in the L2 learners in the US and the native speakers, while the results were flat for the L2 learners in China. Specifically, L2 learners in the US took longer to read object RCs than subject RCs while the opposite pattern was obtained for the L1 speakers. Moreover, matrix-object-modifying RCs revealed shorter RTs than matrix-subject-modifying RCs for L2 learners in the US, whereas the opposite pattern was found for the L1 speakers. These findings are discussed in light of the Linear Distance Theory and the Structural Distance Theory (e. g., O’Grady 1997. Syntactic development. Chicago: University of Chicago Press). Overall, these results seem to provide support to the assumption that changes in syntactic processing happen as a result of exposure to the language environment (Cuetos et al. 1996. Parsing in different languages. In Manuel Carreias, Jose E. Garcia-Albea & Nuria Sebastien-Galles (eds.), Language processing in Spanish, 145–187. Mahwah, NJ: Erlbaum; Frenck–Mestre 2002. An on-line look at sentence processing in the second language. In Roberto Heredia & Jeanette Altarriba (eds.), Bilingual sentence processing, 217–236. Amsterdam: Elsevier Science Publishers.).","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"5 1","pages":"155 - 186"},"PeriodicalIF":0.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2016-0007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67390726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-05-01DOI: 10.1515/caslar-2016-0002
Melissa Baralt, M. Bravo
Abstract Contrary to common belief, there is a place for grammar teaching in task-based language teaching (TBLT). It is still an unresolved debate, however, what the most effective timing of grammar teaching is around a task. Citing theory, some methodologists argue against grammar in the pre-task phase (e. g., Willis 1996. A framework for task-based learning. Harlow: Longman; Willis and Willis 2007. Doing task-based teaching. Oxford: Oxford University Press), while others argue for it (e. g., DeKeyser 1998. Beyond focus on form: Cognitive perspectives on learning and practicing second language grammar. In C. Doughty & J. Williams (eds.), Focus on form in classroom second language acquisition, 42–63. Cambridge: Cambridge University Press; Lightbown 1998. What have we here? Some observations on the influence of instruction on L2 learning. In R. Phillipson, E. Kellerman, L. Selinker, M. Sharwood Smith & M. Swain (eds.), Foreign language pedagogy research: A commemorative volume for Claus Faerch, 197–212. Clevedon: Multilingual Matters and Nunan 2004. Task-based language teaching. Cambridge: Cambridge University Press). Still other methodologists have suggested that a pre-task grammar explanation renders TBLT more culturally appropriate in Confucian-heritage teaching contexts (e. g., Carless 2007. The suitability of task-based approaches for secondary schools: Perspectives from Hong Kong. Schools: Perspectives from Hong Kong. System 35. 595–608; Luk 2009. Preparing EFL students for communicative task performance: The nature and role of language knowledge. Asian Journal of English Language Teaching 19. 67–90). None of these claims have been tested empirically. The present paper attempts to contribute to that gap by reporting on a case study that took place in a Chinese as a foreign language classroom in the United States. We examined how a Chinese teacher’s grammar teaching in the pre- versus post-task phase differentially affected the task outcome, as well as the teacher’s and learners’ beliefs of which was most effective. One Chinese teacher and 12 learners participated in the study. Results showed that the task outcome was comprised of more language production, accuracy, and modified output, as well as 15 times more interactional turns, when the grammar was explained in the post-task phase. However, the teacher overwhelmingly valued a grammar explanation in the pre-task phase. Learners were equally divided. We discuss how the methodological timing of grammar shaped discourse differently for the pragmatic ends of tasks, and make suggestions for Chinese teachers new to TBLT.
与人们的普遍看法相反，语法教学在任务型语言教学中占有一席之地。然而，围绕一个任务，什么是最有效的语法教学时间，这仍然是一个没有解决的争论。一些方法学家引用理论，反对在任务前阶段使用语法。，威利斯1996。基于任务的学习框架。哈洛:朗文;威利斯和威利斯2007。进行任务型教学。牛津:牛津大学出版社)，而另一些人则持反对意见。DeKeyser 1998。超越形式:学习和练习第二语言语法的认知视角。见C. Doughty & J. Williams(编)，《第二语言习得中的形式研究》，42-63页。剑桥:剑桥大学出版社;Lightbown 1998。这是什么?关于教学对二语学习影响的观察。R. Phillipson, E. Kellerman, L. Selinker, M. Sharwood Smith和M. Swain(编)，外语教育学研究:克劳斯·法尔奇纪念册，197-212。克利夫登:多语言事务和努南2004。任务型语言教学。剑桥:剑桥大学出版社)。还有一些方法学家认为，任务前语法解释使任务型教学法在文化上更适合儒家传统的教学环境。， Carless 2007。任务型教学法在中学的适用性:来自香港的观点。学校:香港视角。系统35。595 - 608;陆2009。为英语学生的交际任务表现做准备:语言知识的性质和作用。亚洲英语教学杂志[j]。67 - 90)。这些说法都没有经过实证检验。本文试图通过报道一个在美国汉语作为外语课堂上进行的案例研究来弥补这一差距。我们考察了汉语教师在任务前阶段和任务后阶段的语法教学对任务结果的差异，以及教师和学习者对哪一种语法教学最有效的看法。1名汉语教师和12名学习者参与了研究。结果表明，当在任务后阶段解释语法时，任务结果包括更多的语言生成，准确性和修改输出，以及15倍的交互回合。然而，老师非常重视任务前阶段的语法解释。学习者被平均分配。我们讨论了语法的方法时机如何在任务的语用目的中不同地塑造语篇，并为新接触任务型教学的中国教师提出建议。
{"title":"Teaching Chinese as a foreign language: A classroom study on the timing of grammar around a task","authors":"Melissa Baralt, M. Bravo","doi":"10.1515/caslar-2016-0002","DOIUrl":"https://doi.org/10.1515/caslar-2016-0002","url":null,"abstract":"Abstract Contrary to common belief, there is a place for grammar teaching in task-based language teaching (TBLT). It is still an unresolved debate, however, what the most effective timing of grammar teaching is around a task. Citing theory, some methodologists argue against grammar in the pre-task phase (e. g., Willis 1996. A framework for task-based learning. Harlow: Longman; Willis and Willis 2007. Doing task-based teaching. Oxford: Oxford University Press), while others argue for it (e. g., DeKeyser 1998. Beyond focus on form: Cognitive perspectives on learning and practicing second language grammar. In C. Doughty & J. Williams (eds.), Focus on form in classroom second language acquisition, 42–63. Cambridge: Cambridge University Press; Lightbown 1998. What have we here? Some observations on the influence of instruction on L2 learning. In R. Phillipson, E. Kellerman, L. Selinker, M. Sharwood Smith & M. Swain (eds.), Foreign language pedagogy research: A commemorative volume for Claus Faerch, 197–212. Clevedon: Multilingual Matters and Nunan 2004. Task-based language teaching. Cambridge: Cambridge University Press). Still other methodologists have suggested that a pre-task grammar explanation renders TBLT more culturally appropriate in Confucian-heritage teaching contexts (e. g., Carless 2007. The suitability of task-based approaches for secondary schools: Perspectives from Hong Kong. Schools: Perspectives from Hong Kong. System 35. 595–608; Luk 2009. Preparing EFL students for communicative task performance: The nature and role of language knowledge. Asian Journal of English Language Teaching 19. 67–90). None of these claims have been tested empirically. The present paper attempts to contribute to that gap by reporting on a case study that took place in a Chinese as a foreign language classroom in the United States. We examined how a Chinese teacher’s grammar teaching in the pre- versus post-task phase differentially affected the task outcome, as well as the teacher’s and learners’ beliefs of which was most effective. One Chinese teacher and 12 learners participated in the study. Results showed that the task outcome was comprised of more language production, accuracy, and modified output, as well as 15 times more interactional turns, when the grammar was explained in the post-task phase. However, the teacher overwhelmingly valued a grammar explanation in the pre-task phase. Learners were equally divided. We discuss how the methodological timing of grammar shaped discourse differently for the pragmatic ends of tasks, and make suggestions for Chinese teachers new to TBLT.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"5 1","pages":"27 - 61"},"PeriodicalIF":0.0,"publicationDate":"2016-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2016-0002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67390225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-05-01DOI: 10.1515/caslar-2016-0003
Chunsheng Yang
Abstract This study examines the acquisition of Mandarin tones by American English speaking second language (L2) learners. Three types of tone sequences, namely, compatible tone sequences, conflicting tone sequences, and other tone sequences, were used. The analysis of tone errors in different tone sequences showed that, while learners seemed to have acquired the Tone 3 and its sandhi, they tended to over-apply the sandhi rule in inappropriate contexts and produced tone errors. More importantly, the low and rising tones, which are generally difficult for L2 learners to produce, were the most frequent tones produced to replace other tones. More specifically, the low tone errors tended to occur at the phrase-medial position, while the rising tone errors tended to occur at the phrase-initial position. The low and rising tone errors were attributed to the difficulty in quickly changing tone targets and F0 direction in tone production, which is the product of the superimposition of English prosody.
{"title":"Tone errors in scripted conversations of L2 Mandarin Chinese","authors":"Chunsheng Yang","doi":"10.1515/caslar-2016-0003","DOIUrl":"https://doi.org/10.1515/caslar-2016-0003","url":null,"abstract":"Abstract This study examines the acquisition of Mandarin tones by American English speaking second language (L2) learners. Three types of tone sequences, namely, compatible tone sequences, conflicting tone sequences, and other tone sequences, were used. The analysis of tone errors in different tone sequences showed that, while learners seemed to have acquired the Tone 3 and its sandhi, they tended to over-apply the sandhi rule in inappropriate contexts and produced tone errors. More importantly, the low and rising tones, which are generally difficult for L2 learners to produce, were the most frequent tones produced to replace other tones. More specifically, the low tone errors tended to occur at the phrase-medial position, while the rising tone errors tended to occur at the phrase-initial position. The low and rising tone errors were attributed to the difficulty in quickly changing tone targets and F0 direction in tone production, which is the product of the superimposition of English prosody.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"5 1","pages":"63 - 86"},"PeriodicalIF":0.0,"publicationDate":"2016-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2016-0003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67390667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-05-01DOI: 10.1515/caslar-2016-0001
Xiner Tong, Yasuhiro Shirai
Abstract Although the Aspect Hypothesis has been tested in many European languages, it has not been investigated extensively in Chinese. The present study tested the Aspect Hypothesis in relation to two predictions: the Association Prediction, which predicts that perfective aspect (in Chinese, –le) will be associated with telic verbs and progressive aspect (zai) with activity verbs, and the Developmental Prediction, which predicts that such associations will be stronger at early stages of development. The study employed a controlled experiment, which elicited learners’ judgments on perfective –le and progressive zai in obligatory, incorrect, and optional contexts. The results show that the Association Prediction is only partially supported and that the Developmental Prediction is not supported, in that higher-level learners associate lexical aspect more strongly with the grammatical aspect marker. The results are more consistent with the Default Past Tense Hypothesis (Salaberry 1999. The development of past tense verbal morphology in classroom L2 Spanish. Applied Linguistics 20. 151–178), which we propose to be extended to the Lexical Insensitivity Hypothesis.
{"title":"L2 acquisition of Mandarin zai and -le","authors":"Xiner Tong, Yasuhiro Shirai","doi":"10.1515/caslar-2016-0001","DOIUrl":"https://doi.org/10.1515/caslar-2016-0001","url":null,"abstract":"Abstract Although the Aspect Hypothesis has been tested in many European languages, it has not been investigated extensively in Chinese. The present study tested the Aspect Hypothesis in relation to two predictions: the Association Prediction, which predicts that perfective aspect (in Chinese, –le) will be associated with telic verbs and progressive aspect (zai) with activity verbs, and the Developmental Prediction, which predicts that such associations will be stronger at early stages of development. The study employed a controlled experiment, which elicited learners’ judgments on perfective –le and progressive zai in obligatory, incorrect, and optional contexts. The results show that the Association Prediction is only partially supported and that the Developmental Prediction is not supported, in that higher-level learners associate lexical aspect more strongly with the grammatical aspect marker. The results are more consistent with the Default Past Tense Hypothesis (Salaberry 1999. The development of past tense verbal morphology in classroom L2 Spanish. Applied Linguistics 20. 151–178), which we propose to be extended to the Lexical Insensitivity Hypothesis.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"5 1","pages":"1 - 25"},"PeriodicalIF":0.0,"publicationDate":"2016-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2016-0001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67390179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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