Pub Date : 2023-04-28DOI: 10.1515/caslar-2023-0002
Jianling Liao
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.
{"title":"Do learners use different topical progression patterns in L2 Chinese argumentative spoken and written discourse?","authors":"Jianling Liao","doi":"10.1515/caslar-2023-0002","DOIUrl":"https://doi.org/10.1515/caslar-2023-0002","url":null,"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.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"12 1","pages":"37 - 64"},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48364901","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-2023-0004
韻涵 王, 宣妘 林, 惠貞 蕭
提要 「送」作為與漢語雙及物構式共現頻率最高的典型動詞之一，使用頻率高，且可轉換於多種雙及物構式間（Zhang, Bojiang (張伯江). 1999. Xiandai Hanyu de shuanjiwu jiegoushi. 現代漢語的雙及物結構式 [Ditransitive constructions in modern Chinese]. Zhongguo yuwen. 《中國語文》 [Studies of the Chinese Language] 1999(3). 175–184），亦是學習者較快習得的動詞（Liu, Feng-Hsi. 2006. Dative constructions in Chinese. Language and Linguistics 7(4). 863–904; Wang, Hongwei (王紅衛). 2017. Hanyu shuangjiwu goushi he dongci guanliandu de shizheng yanjiu. 漢語雙及物構式和動詞關聯度的實證研究 [An empirical study on the association of ditransitive constructions and verbs in Mandarin]. Waiyu yanjiu. 《外語研究》 [Foreign Language Research] 2017(4). 22–26）。相較於其他動詞，「送」之句式使用更適合作為了解動詞語義偏好和新舊信息原則對構式選擇影響的材料。故，本文旨在探究日籍學習者使用「送」作為雙及物構式之主要動詞時的表現。先探究日籍學習者與漢語母語者使用動詞「送」時，其構式與動詞義的互動（interact）和信息結構影響其構式分佈有何異同，再確認「送」與其他雙及物動詞是否具相似表現。本研究結合了日籍學習者及漢語母語者實驗語料的表現、輔以母語者語料庫調查，結果發現：(1)在構式偏好上，使用「送」為構式動詞時，學習者偏好 VgeiDO ，而母語者偏好 DO ;另外，在學習者實驗結果中，可轉換於所有雙及物構式的動詞皆偏好 geiNVN ，而「送」額外展現出 VgeiDO 的構式偏好。(2) 在信息結構上，學習者和母語者使用動詞「送」時，學習者符合新舊信息原則之選擇比例較高;動詞「送」與其他雙及物動詞相比，其表現符合新舊信息原則的比例則相對高於其他雙及物動詞。總體而言，日籍學習者和漢語母語者對「送」的構式偏好不同，相較於母語者，日籍學習者使用「送」時偏好 VgeiDO 及 geiNVN 句，且和其他雙及物動詞相比，「送」更偏好 VgeiDO 句。另，學習者使用動詞「送」時，受新舊信息原則影響較母語者大，此現象推論和日語語序相關。
提要 「送」作为与汉语双及物构式共现频率最高的典型动词之一，使用频率高，且可转换于多种双及物构式间（Zhang, Bojiang (张伯江). 1999. Xiandai Hanyu de shuanjiwu jiegoushi. 现代汉语的双及物结构式 [Ditransitive constructions in modern Chinese]. Zhongguo yuwen. 《中国语文》 [Studies of the Chinese Language] 1999(3). 175–184），亦是学习者较快习得的动词（Liu, Feng-Hsi. 2006. Dative constructions in Chinese. Language and Linguistics 7(4). 863–904; Wang, Hongwei (王红卫). 2017. Hanyu shuangjiwu goushi he dongci guanliandu de shizheng yanjiu. 汉语双及物构式和动词关联度的实证研究 [An empirical study on the association of ditransitive constructions and verbs in Mandarin]. Waiyu yanjiu. 《外语研究》 [Foreign Language Research] 2017(4). 22–26）。相较于其他动词，「送」之句式使用更适合作为了解动词语义偏好和新旧信息原则对构式选择影响的材料。故，本文旨在探究日籍学习者使用「送」作为双及物构式之主要动词时的表现。先探究日籍学习者与汉语母语者使用动词「送」时，其构式与动词义的互动（interact）和信息结构影响其构式分布有何异同，再确认「送」与其他双及物动词是否具相似表现。本研究结合了日籍学习者及汉语母语者实验语料的表现、辅以母语者语料库调查，结果发现：(1)在构式偏好上，使用「送」为构式动词时，学习者偏好 VgeiDO ，而母语者偏好 DO ;另外，在学习者实验结果中，可转换于所有双及物构式的动词皆偏好 geiNVN ，而「送」额外展现出 VgeiDO 的构式偏好。(2) 在信息结构上，学习者和母语者使用动词「送」时，学习者符合新旧信息原则之选择比例较高;动词「送」与其他双及物动词相比，其表现符合新旧信息原则的比例则相对高于其他双及物动词。总体而言，日籍学习者和汉语母语者对「送」的构式偏好不同，相较于母语者，日籍学习者使用「送」时偏好 VgeiDO 及 geiNVN 句，且和其他双及物动词相比，「送」更偏好 VgeiDO 句。另，学习者使用动词「送」时，受新旧信息原则影响较母语者大，此现象推论和日语语序相关。
{"title":"日籍華語學習者於「送」雙及物構式的使用","authors":"韻涵 王, 宣妘 林, 惠貞 蕭","doi":"10.1515/caslar-2023-0004","DOIUrl":"https://doi.org/10.1515/caslar-2023-0004","url":null,"abstract":"提要 「送」作為與漢語雙及物構式共現頻率最高的典型動詞之一，使用頻率高，且可轉換於多種雙及物構式間（Zhang, Bojiang (張伯江). 1999. Xiandai Hanyu de shuanjiwu jiegoushi. 現代漢語的雙及物結構式 [Ditransitive constructions in modern Chinese]. Zhongguo yuwen. 《中國語文》 [Studies of the Chinese Language] 1999(3). 175–184），亦是學習者較快習得的動詞（Liu, Feng-Hsi. 2006. Dative constructions in Chinese. Language and Linguistics 7(4). 863–904; Wang, Hongwei (王紅衛). 2017. Hanyu shuangjiwu goushi he dongci guanliandu de shizheng yanjiu. 漢語雙及物構式和動詞關聯度的實證研究 [An empirical study on the association of ditransitive constructions and verbs in Mandarin]. Waiyu yanjiu. 《外語研究》 [Foreign Language Research] 2017(4). 22–26）。相較於其他動詞，「送」之句式使用更適合作為了解動詞語義偏好和新舊信息原則對構式選擇影響的材料。故，本文旨在探究日籍學習者使用「送」作為雙及物構式之主要動詞時的表現。先探究日籍學習者與漢語母語者使用動詞「送」時，其構式與動詞義的互動（interact）和信息結構影響其構式分佈有何異同，再確認「送」與其他雙及物動詞是否具相似表現。本研究結合了日籍學習者及漢語母語者實驗語料的表現、輔以母語者語料庫調查，結果發現：(1)在構式偏好上，使用「送」為構式動詞時，學習者偏好 VgeiDO ，而母語者偏好 DO ;另外，在學習者實驗結果中，可轉換於所有雙及物構式的動詞皆偏好 geiNVN ，而「送」額外展現出 VgeiDO 的構式偏好。(2) 在信息結構上，學習者和母語者使用動詞「送」時，學習者符合新舊信息原則之選擇比例較高;動詞「送」與其他雙及物動詞相比，其表現符合新舊信息原則的比例則相對高於其他雙及物動詞。總體而言，日籍學習者和漢語母語者對「送」的構式偏好不同，相較於母語者，日籍學習者使用「送」時偏好 VgeiDO 及 geiNVN 句，且和其他雙及物動詞相比，「送」更偏好 VgeiDO 句。另，學習者使用動詞「送」時，受新舊信息原則影響較母語者大，此現象推論和日語語序相關。","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136001218","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 : 2022-09-15DOI: 10.1515/caslar-2022-2003
Robin J. Neal
Abstract Set within the context of teaching and learning Chinese at two secondary schools in the North of England and adopting a case study research design, the aim of this study was to develop research-informed insights into the nature of the pronunciation challenges facing beginner learners of Chinese. Data collection activities included recording the spoken Chinese of 20 L2 learners during a read-aloud task and a question-answer activity. Forty L1 raters were subsequently interviewed as they rated and transcribed the learners’ randomized speech samples. Distinguishing between the key constructs of accentedness, comprehensibility and intelligibility, it was found that heavily accented tones did not necessarily lead to lower levels of comprehensibility and intelligibility. Furthermore, many intelligibility breakdowns – i.e. when raters failed to correctly transcribe the learners’ intended utterances – could be traced to problems with individual words which usually implicated segmental sounds as well as tone. Findings are interpreted in terms of indicating a need for more nuanced classroom priorities aimed at the promotion of intelligible speech as opposed to an unrealistic focus on developing a native-like accent.
{"title":"How do L1 Chinese raters process the L2 Chinese speech signal at the sentence level with respect to accentedness, comprehensibility and intelligibility?","authors":"Robin J. Neal","doi":"10.1515/caslar-2022-2003","DOIUrl":"https://doi.org/10.1515/caslar-2022-2003","url":null,"abstract":"Abstract Set within the context of teaching and learning Chinese at two secondary schools in the North of England and adopting a case study research design, the aim of this study was to develop research-informed insights into the nature of the pronunciation challenges facing beginner learners of Chinese. Data collection activities included recording the spoken Chinese of 20 L2 learners during a read-aloud task and a question-answer activity. Forty L1 raters were subsequently interviewed as they rated and transcribed the learners’ randomized speech samples. Distinguishing between the key constructs of accentedness, comprehensibility and intelligibility, it was found that heavily accented tones did not necessarily lead to lower levels of comprehensibility and intelligibility. Furthermore, many intelligibility breakdowns – i.e. when raters failed to correctly transcribe the learners’ intended utterances – could be traced to problems with individual words which usually implicated segmental sounds as well as tone. Findings are interpreted in terms of indicating a need for more nuanced classroom priorities aimed at the promotion of intelligible speech as opposed to an unrealistic focus on developing a native-like accent.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"11 1","pages":"233 - 288"},"PeriodicalIF":0.0,"publicationDate":"2022-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45543536","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 : 2022-09-15DOI: 10.1515/caslar-2022-2002
Norbert Francis, Thi-Nham Le
Abstract For both second and foreign language students, mastery of the Chinese writing system typically presents itself as a special learning challenge. This report begins with a summary of relevant aspects of an exploratory study of East Asian immigrant language learners. It serves to set the stage for a discussion of theoretical problems that hopefully will lead to new directions in research focused on second language (L2) learners of Chinese in general. In particular, the discussion will highlight the circumstances of that population of learners who come to the task of L2 Chinese literacy as already literate in their first language. In this regard, what is the role of language awareness in learning to read and write, in particular regarding the link between characters and their pronunciation? The participants in the study were young adult immigrants from Vietnam who today look back on their experience of language learning in the host country over the course of the last 20 years.
{"title":"Chinese literacy learning by immigrant learners","authors":"Norbert Francis, Thi-Nham Le","doi":"10.1515/caslar-2022-2002","DOIUrl":"https://doi.org/10.1515/caslar-2022-2002","url":null,"abstract":"Abstract For both second and foreign language students, mastery of the Chinese writing system typically presents itself as a special learning challenge. This report begins with a summary of relevant aspects of an exploratory study of East Asian immigrant language learners. It serves to set the stage for a discussion of theoretical problems that hopefully will lead to new directions in research focused on second language (L2) learners of Chinese in general. In particular, the discussion will highlight the circumstances of that population of learners who come to the task of L2 Chinese literacy as already literate in their first language. In this regard, what is the role of language awareness in learning to read and write, in particular regarding the link between characters and their pronunciation? The participants in the study were young adult immigrants from Vietnam who today look back on their experience of language learning in the host country over the course of the last 20 years.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"11 1","pages":"209 - 231"},"PeriodicalIF":0.0,"publicationDate":"2022-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41944869","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 : 2022-09-15DOI: 10.1515/caslar-2022-2001
Shaoqian Luo, Zhoucong Si
Abstract Examining the learner agency expressed by two learners of Chinese as a second language (CSL), the current two-case study was conducted from the perspective of language socialization. Qualitative data have been collected through classroom observations and semi-structured interviews. Data analysis reveals that the two cases in the current study exhibited eight forms of learner agency in their CSL learning, including self-determination, self-motivation, self-regulation, participation, cooperation, negotiation, hesitancy and resistance. In addition, learner agency observed in the two cases is constantly mediated by multiple sociocultural factors in specific contexts of CSL socialization. The results of the current study imply the socioculturally mediated essence of learner agency and suggest that learner agency develops through a temporal course and is constrained by social structures.
{"title":"A two-case study on CSL learners’ agency in classroom settings from the perspective of language socialization","authors":"Shaoqian Luo, Zhoucong Si","doi":"10.1515/caslar-2022-2001","DOIUrl":"https://doi.org/10.1515/caslar-2022-2001","url":null,"abstract":"Abstract Examining the learner agency expressed by two learners of Chinese as a second language (CSL), the current two-case study was conducted from the perspective of language socialization. Qualitative data have been collected through classroom observations and semi-structured interviews. Data analysis reveals that the two cases in the current study exhibited eight forms of learner agency in their CSL learning, including self-determination, self-motivation, self-regulation, participation, cooperation, negotiation, hesitancy and resistance. In addition, learner agency observed in the two cases is constantly mediated by multiple sociocultural factors in specific contexts of CSL socialization. The results of the current study imply the socioculturally mediated essence of learner agency and suggest that learner agency develops through a temporal course and is constrained by social structures.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"11 1","pages":"177 - 208"},"PeriodicalIF":0.0,"publicationDate":"2022-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44162866","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}
Summary: "Ke" is a typical polysemous modal verb in modern Chinese, which has become a difficult point in teaching Chinese as a second language due to its interlacing relationship with other synonymous modal verbs. Through statistical analysis of native language corpus, it was found that the number of permitted meanings in the "can" table is much higher than that in the "ability" table. This reflects the prototype of permitted meanings and serves as a basis for arranging teaching order. This article demonstrates the "conditionality" of "can" in semantic expression by determining its irreplaceable usage, and extracts corresponding syntactic forms. At the same time, combined with interlanguage corpus, corresponding suggestions are proposed for the grammar teaching of "can".
{"title":"情态动词 “可以” 的语法教学","authors":"(Hanbing Zhang) 张寒冰, (Lidan Liu) 刘莉丹","doi":"10.1515/caslar-2022-2006","DOIUrl":"https://doi.org/10.1515/caslar-2022-2006","url":null,"abstract":"提 要 “可以” 是现代汉语中典型的多义情态动词，因与其他近义情态动词存在交错关系，成为汉语作为第二语言教学中的一个难点。通过对母语语料的统计发现，“可以”表[许可]义的数量远高于[能力]义，这一方面反映了[许可]义的原型性，一方面也成为安排教学顺序的依据。本文通过确定不可替代用法论证了 “可以” 在语义表现中的 “条件性”，并提炼了相应的句法形式，同时结合中介语语料，对 “可以” 的语法教学提出了相应的建议。","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"11 1","pages":"335 - 360"},"PeriodicalIF":0.0,"publicationDate":"2022-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49381346","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 : 2022-05-01DOI: 10.1515/caslar-2022-0001
Hui-Ming Lois Du, Chun-Yin Doris Chen, Fang-Yen Hsieh
Abstract The current empirical research aimed to investigate native English-speaking learners’ acquisition of Chinese relative clauses (RCs) by conducting two studies. Study I explored the participants’ performance on gapped and gapless relative clauses (RCs) and their interpretation of demonstrative classifier (DCL)-relative clauses. Study II further investigated the participants’ interpretation of DCL-first and DCL-second RCs and discussed contextual effect. Different tasks were designed in the two studies: a sentence-unscrambling (SU) task and an acceptability judgement (AJ) task in Study I; and an interpretation (IT) task in Study II. A total of 20 L2 learners and 20 native speakers of Mandarin participated in our research. The overall results obtained from Study I revealed that gapped RCs were easier to produce and accept than gapless RCs, and learner performance was influenced by DCL position. Moreover, the L2 learners’ L1 knowledge was found to affect their production, but the task effect was not significant. In Study II, DCL-first RCs were found to be as difficult as DCL-second RCs for the L2 learners to interpret. The non-restrictive and restrictive interpretations of DCL-first RCs were found to be much more comprehensible. Finally, the L2 learners’ interpretation of RCs having DCL phrases in different positions showed a tendency of a contextual effect.
{"title":"Factors affecting English-speaking learners’ acquisition of Chinese relative clauses with demonstrative classifier phrases","authors":"Hui-Ming Lois Du, Chun-Yin Doris Chen, Fang-Yen Hsieh","doi":"10.1515/caslar-2022-0001","DOIUrl":"https://doi.org/10.1515/caslar-2022-0001","url":null,"abstract":"Abstract The current empirical research aimed to investigate native English-speaking learners’ acquisition of Chinese relative clauses (RCs) by conducting two studies. Study I explored the participants’ performance on gapped and gapless relative clauses (RCs) and their interpretation of demonstrative classifier (DCL)-relative clauses. Study II further investigated the participants’ interpretation of DCL-first and DCL-second RCs and discussed contextual effect. Different tasks were designed in the two studies: a sentence-unscrambling (SU) task and an acceptability judgement (AJ) task in Study I; and an interpretation (IT) task in Study II. A total of 20 L2 learners and 20 native speakers of Mandarin participated in our research. The overall results obtained from Study I revealed that gapped RCs were easier to produce and accept than gapless RCs, and learner performance was influenced by DCL position. Moreover, the L2 learners’ L1 knowledge was found to affect their production, but the task effect was not significant. In Study II, DCL-first RCs were found to be as difficult as DCL-second RCs for the L2 learners to interpret. The non-restrictive and restrictive interpretations of DCL-first RCs were found to be much more comprehensible. Finally, the L2 learners’ interpretation of RCs having DCL phrases in different positions showed a tendency of a contextual effect.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"11 1","pages":"1 - 31"},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48743689","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 : 2022-05-01DOI: 10.1515/caslar-2022-0002
Jiahuan Zhang, Ksenia Gnevsheva
Abstract This study explores three potential factors that influence Chinese L2 learners’ classifier use in a classroom setting: L1 background, task, and classifier type. We developed a picture-prompted test, including composition, free cloze, and multiple-choice cloze questions to elicit the use of classifiers. Participants were 50 Chinese L2 learners from Arabic, English, and Japanese L1 backgrounds. Although Japanese L1 participants performed numerically better than their Arabic and English counterparts, statistical analysis suggests that L1 was not a significant predictor of test performance. The composition task was shown to be conducive to the use of test-taking strategies, and it revealed a higher classifier accuracy than the more constrained multiple-choice task. Meanwhile, there was an interaction between L1 and task, suggesting that L1 influence may be conditioned by task type. Moreover, our logistic model predicts different levels of accuracy for classifier use by type, which potentially suggests a developmental path of acquiring classifiers licensed by the most prominent noun feature they are associated with, with shape being the earliest, followed by animate, inanimate, and concept.
{"title":"The effects of L1, task, and classifier type in Chinese-L2 learners’ use of classifiers","authors":"Jiahuan Zhang, Ksenia Gnevsheva","doi":"10.1515/caslar-2022-0002","DOIUrl":"https://doi.org/10.1515/caslar-2022-0002","url":null,"abstract":"Abstract This study explores three potential factors that influence Chinese L2 learners’ classifier use in a classroom setting: L1 background, task, and classifier type. We developed a picture-prompted test, including composition, free cloze, and multiple-choice cloze questions to elicit the use of classifiers. Participants were 50 Chinese L2 learners from Arabic, English, and Japanese L1 backgrounds. Although Japanese L1 participants performed numerically better than their Arabic and English counterparts, statistical analysis suggests that L1 was not a significant predictor of test performance. The composition task was shown to be conducive to the use of test-taking strategies, and it revealed a higher classifier accuracy than the more constrained multiple-choice task. Meanwhile, there was an interaction between L1 and task, suggesting that L1 influence may be conditioned by task type. Moreover, our logistic model predicts different levels of accuracy for classifier use by type, which potentially suggests a developmental path of acquiring classifiers licensed by the most prominent noun feature they are associated with, with shape being the earliest, followed by animate, inanimate, and concept.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"11 1","pages":"33 - 59"},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47579551","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：