Pub Date : 2023-09-19DOI: 10.1515/caslar-2023-2003
Jing Zhou
Abstract The current study examines the influence of experience, reading and writing anxieties, and self-assessed proficiency on foreign language anxiety in the context of learning Chinese as a foreign language. Data were collected using questionnaires from 93 learners of Chinese and analyzed using correlational and multiple regression methods. Results indicated that learners at level 200 (i.e., intermediate low/mid) were more anxious compared to those at level 400 (i.e., advanced low/mid). Foreign language anxiety, foreign language reading anxiety, and foreign language writing anxiety were significantly correlated with each other. Foreign language reading anxiety, foreign language writing anxiety, and self-assessed proficiency (listening and reading) were shown to significantly predict foreign language anxiety in the context of L2 Chinese.
{"title":"Anxiety in L2 Chinese from different angles","authors":"Jing Zhou","doi":"10.1515/caslar-2023-2003","DOIUrl":"https://doi.org/10.1515/caslar-2023-2003","url":null,"abstract":"Abstract The current study examines the influence of experience, reading and writing anxieties, and self-assessed proficiency on foreign language anxiety in the context of learning Chinese as a foreign language. Data were collected using questionnaires from 93 learners of Chinese and analyzed using correlational and multiple regression methods. Results indicated that learners at level 200 (i.e., intermediate low/mid) were more anxious compared to those at level 400 (i.e., advanced low/mid). Foreign language anxiety, foreign language reading anxiety, and foreign language writing anxiety were significantly correlated with each other. Foreign language reading anxiety, foreign language writing anxiety, and self-assessed proficiency (listening and reading) were shown to significantly predict foreign language anxiety in the context of L2 Chinese.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"177 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135060784","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 : 2023-09-19DOI: 10.1515/caslar-2023-2001
Jia Lin
Abstract Second language (L2) reading is a complex construct, and there is no consensus about its dimensionality. The investigation of the dimensionality of L2 reading ability is of great significance since it can provide important implications for teaching and testing. Understanding of the factor structure, subskills, and sub-knowledge of L2 reading is the starting point for language teachers and test developers to plan a syllabus, describe students’ reading proficiency, and develop reading assessments. This study investigated the factor structure of Chinese L2 reading, which has been less commonly studied compared to alphabetic languages. Three hypotheses derived from the literature review have been tested: 1) L2 reading is a unitary skill; 2) L2 reading is bi-divisible; 3) L2 reading is tri-divisible. A series of confirmatory factor analyses shows that the correlated three-factor model is the most appropriate for explaining the factor structure. L2 Chinese reading comprehension can be conceptualized as consisting of three inter-correlated components: lower-level decoding, interim-level textbase construction, and higher-level situation-model building. This study also explores subcomponents of each factor, highlighting Chinese-specific linguistic features and corresponding cognitive processes. Implications for future research, teaching, and testing are provided.
{"title":"Assessing the dimensionality of Chinese as a second language reading: a confirmatory factor analysis approach","authors":"Jia Lin","doi":"10.1515/caslar-2023-2001","DOIUrl":"https://doi.org/10.1515/caslar-2023-2001","url":null,"abstract":"Abstract Second language (L2) reading is a complex construct, and there is no consensus about its dimensionality. The investigation of the dimensionality of L2 reading ability is of great significance since it can provide important implications for teaching and testing. Understanding of the factor structure, subskills, and sub-knowledge of L2 reading is the starting point for language teachers and test developers to plan a syllabus, describe students’ reading proficiency, and develop reading assessments. This study investigated the factor structure of Chinese L2 reading, which has been less commonly studied compared to alphabetic languages. Three hypotheses derived from the literature review have been tested: 1) L2 reading is a unitary skill; 2) L2 reading is bi-divisible; 3) L2 reading is tri-divisible. A series of confirmatory factor analyses shows that the correlated three-factor model is the most appropriate for explaining the factor structure. L2 Chinese reading comprehension can be conceptualized as consisting of three inter-correlated components: lower-level decoding, interim-level textbase construction, and higher-level situation-model building. This study also explores subcomponents of each factor, highlighting Chinese-specific linguistic features and corresponding cognitive processes. Implications for future research, teaching, and testing are provided.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135060950","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}
{"title":"永字八法”在海外汉字书法教学中的认知和应用","authors":"Huiwen Li","doi":"10.1075/csl.22017.li","DOIUrl":"https://doi.org/10.1075/csl.22017.li","url":null,"abstract":"抽象的 永字八法是中国书法的重要概念，经过古代书法家的研究、发展，理论逐渐丰富和成熟。本文以海外汉字书法教学为背景，对永字八法的有关概念、功用、技法、应用进行了梳理，讨论了教学中需要关注的八笔画的写法、四笔画组合的写法、笔断意联、一般结字法、笔锋特征以及外形轮廓特征，同时也包括汉字演变、六书说、笔画笔顺、汉字结构等汉字知识。针对永字八法用于教学，本文也作了总体分析并提供了一份简化的教学设计作参考，涵盖教学目标、教训内容和方法、学习测评。对永字八法进行上述思考旨在客观地认识永字八法在汉字书法教学中的地位，然后据此对相关教学内容进行挖掘。希望这些努力有助于教师看到中国书法在历史文化、字体书体、语言内涵、美学艺术等方面的博大精深。总之，本文认为，永字八法可以作为海外书法教学的重要切入点，帮助学习者逐步了解、领略中国汉字书法之法、之美，建立对中国文化的认知、基本技能和跨文化能力。","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135153327","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 : 2023-05-01DOI: 10.1515/caslar-2023-frontmatter1
{"title":"Frontmatter","authors":"","doi":"10.1515/caslar-2023-frontmatter1","DOIUrl":"https://doi.org/10.1515/caslar-2023-frontmatter1","url":null,"abstract":"","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136048787","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 : 2023-04-28DOI: 10.1515/caslar-2023-0001
Marco Casentini, M. Frascarelli, G. Carella
Abstract This article investigates the acquisition of null subjects (henceforth NSs) in (radical pro-drop) Chinese by learners whose native language is (non-pro-drop) English – henceforth ELs – working within the ‘topic chain’ information-structural approach. Our main goal is to verify whether a learner’s proficiency level can have an impact on the interpretation and acceptability of embedded NSs when more than one head is proposed for the relevant topic chain in different structural contexts (i.e., complements of bridge and factive verbs). The results of a pilot experimental test suggest that the requirement for a minimal overt link (MOLC) in the relevant chain plays an important role for ELs with a lower proficiency level. Conversely, MOLC restrictions do not affect ELs with a higher proficiency. Furthermore, the results show that ELs can correctly distinguish between complements of bridge and factive verbs already at an HSK 3 level. As for interpretation, results suggest that contextual information cannot supersede structural constraints for ELs. However, since a clash with contextual information seems to not affect acceptability for ELs, contrary to Chinese Native Speakers, we propose that even HSK 5 students have not fully acquired the competence for managing NSs in a radical language such as Chinese.
{"title":"Null subject acquisition in L2 Chinese speakers: a case study on English L1 speakers","authors":"Marco Casentini, M. Frascarelli, G. Carella","doi":"10.1515/caslar-2023-0001","DOIUrl":"https://doi.org/10.1515/caslar-2023-0001","url":null,"abstract":"Abstract This article investigates the acquisition of null subjects (henceforth NSs) in (radical pro-drop) Chinese by learners whose native language is (non-pro-drop) English – henceforth ELs – working within the ‘topic chain’ information-structural approach. Our main goal is to verify whether a learner’s proficiency level can have an impact on the interpretation and acceptability of embedded NSs when more than one head is proposed for the relevant topic chain in different structural contexts (i.e., complements of bridge and factive verbs). The results of a pilot experimental test suggest that the requirement for a minimal overt link (MOLC) in the relevant chain plays an important role for ELs with a lower proficiency level. Conversely, MOLC restrictions do not affect ELs with a higher proficiency. Furthermore, the results show that ELs can correctly distinguish between complements of bridge and factive verbs already at an HSK 3 level. As for interpretation, results suggest that contextual information cannot supersede structural constraints for ELs. However, since a clash with contextual information seems to not affect acceptability for ELs, contrary to Chinese Native Speakers, we propose that even HSK 5 students have not fully acquired the competence for managing NSs in a radical language such as Chinese.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"12 1","pages":"1 - 36"},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41919675","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 : 2023-04-28DOI: 10.1515/caslar-2023-0003
Kai Zhong, L. Wong, M. Yong, Boon Sim Ng
Abstract This study aimed to investigate the effect of reading components (including Chinese character knowledge, morphological knowledge, vocabulary knowledge, grammar knowledge, and lexical inference) on the reading comprehension of 44 Malaysian child learners of Chinese as a foreign language (CFL). Measures of Chinese character knowledge, morphological knowledge, receptive vocabulary, vocabulary synonym, lexical inference, word order, grammatical judgment, and reading comprehension were used. Drawing upon ridge regression, the study found that grammar knowledge (measured by word order and grammatical judgment) had the largest effect on reading comprehension, followed by morphological knowledge and vocabulary knowledge (measured by receptive vocabulary and vocabulary synonym). Lexical inference and Chinese character knowledge had the least effects on reading comprehension. The findings of the study are discussed with pedagogical implications and future research suggestions.
{"title":"How do the component skills affect Chinese FL reading comprehension? A study based on ridge regression analysis","authors":"Kai Zhong, L. Wong, M. Yong, Boon Sim Ng","doi":"10.1515/caslar-2023-0003","DOIUrl":"https://doi.org/10.1515/caslar-2023-0003","url":null,"abstract":"Abstract This study aimed to investigate the effect of reading components (including Chinese character knowledge, morphological knowledge, vocabulary knowledge, grammar knowledge, and lexical inference) on the reading comprehension of 44 Malaysian child learners of Chinese as a foreign language (CFL). Measures of Chinese character knowledge, morphological knowledge, receptive vocabulary, vocabulary synonym, lexical inference, word order, grammatical judgment, and reading comprehension were used. Drawing upon ridge regression, the study found that grammar knowledge (measured by word order and grammatical judgment) had the largest effect on reading comprehension, followed by morphological knowledge and vocabulary knowledge (measured by receptive vocabulary and vocabulary synonym). Lexical inference and Chinese character knowledge had the least effects on reading comprehension. The findings of the study are discussed with pedagogical implications and future research suggestions.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"12 1","pages":"65 - 89"},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47084080","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}
{"title":"越南學生華語聽辨、發音、記憶之聲調偏誤及相關性","authors":"雅菁 黃, 德馨 劉","doi":"10.1515/caslar-2023-0005","DOIUrl":"https://doi.org/10.1515/caslar-2023-0005","url":null,"abstract":"\u0000 本研究針對華語單音節詞和雙音節詞的一聲（陰平）和四聲（去聲），對華語中級程度的 25 位越南學生進行聲調偏誤調查，並嘗試分析出系統性偏誤模式。前人研究多僅考察「發音」、「聽辨」偏誤，本研究加入「記憶」偏誤調查，用以排除「發音」偏誤中的「記憶」偏誤因素。由調查結果推論：前人研究對於越南學生發音和聽辨能力孰優孰劣之不同的研究結果，可能與研究測得的發音偏誤是否牽涉記憶偏誤因素有關。本研究調查發現：聲調「記憶」部分的偏誤率最高，其次為「聽辨」，再其次為「發音」，三者偏誤率之間皆達到統計上之顯著相關。「聽辨」影響「記憶」，「記憶」又進而影響「發音」，三者息息相關。偏誤模式方面，「聽辨」和「記憶」的模式高度一致，皆為一聲偏誤率最高，四聲次之，一聲或四聲居雙音節詞前字時，偏誤率高於居後字。「發音」則是四聲偏誤率最高，一聲次之，四聲居雙音節詞前字時，偏誤率比居後字高，但一聲居前字時，偏誤率比居後字低。","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67390756","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：