Pub Date : 2022-05-01DOI: 10.1515/caslar-2022-frontmatter1
{"title":"Frontmatter","authors":"","doi":"10.1515/caslar-2022-frontmatter1","DOIUrl":"https://doi.org/10.1515/caslar-2022-frontmatter1","url":null,"abstract":"","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44211587","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 : 2021-10-01DOI: 10.1515/caslar-2021-frontmatter2
{"title":"Frontmatter","authors":"","doi":"10.1515/caslar-2021-frontmatter2","DOIUrl":"https://doi.org/10.1515/caslar-2021-frontmatter2","url":null,"abstract":"","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41838041","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 : 2021-10-01DOI: 10.1515/caslar-2021-2002
Huan Zhang
Abstract This study investigates the developmental features of lexical richness in Chinese compositions by Cambodian native speakers (n = 40) and the relationship between lexical richness and writing quality in Chinese Second Language (CSL) writing from three dimensions of lexical variation, lexical sophistication and lexical error rate.The results show that with the improvement of Chinese level, there are notable increases in lexical variation (p = 0.000 < 0.05) and lexical sophistication (p = 0.000 < 0.05). As for lexical errors, the overall lexical error rate is decreasing. Among which, the form error rate is decreasing obviously (p = 0.000 < 0.05), while the usage error rate is increasing, but not significantly (p = 0.039 > 0.005). Multiple regression analysis shows that lexical sophistication and lexical error rate are more closely related to CSL writing quality, which can predict writing quality well, while lexical variation has less impact on writing quality.
{"title":"Lexical richness development in Chinese second language writing: empirical research based on Cambodian Chinese learners","authors":"Huan Zhang","doi":"10.1515/caslar-2021-2002","DOIUrl":"https://doi.org/10.1515/caslar-2021-2002","url":null,"abstract":"Abstract This study investigates the developmental features of lexical richness in Chinese compositions by Cambodian native speakers (n = 40) and the relationship between lexical richness and writing quality in Chinese Second Language (CSL) writing from three dimensions of lexical variation, lexical sophistication and lexical error rate.The results show that with the improvement of Chinese level, there are notable increases in lexical variation (p = 0.000 < 0.05) and lexical sophistication (p = 0.000 < 0.05). As for lexical errors, the overall lexical error rate is decreasing. Among which, the form error rate is decreasing obviously (p = 0.000 < 0.05), while the usage error rate is increasing, but not significantly (p = 0.039 > 0.005). Multiple regression analysis shows that lexical sophistication and lexical error rate are more closely related to CSL writing quality, which can predict writing quality well, while lexical variation has less impact on writing quality.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"10 1","pages":"183 - 206"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67390607","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 : 2021-10-01DOI: 10.1515/caslar-2021-2003
Shenglan Zhang
Abstract Since the 1960s, research on Chinese language teaching and learning has developed gradually, so it is worthwhile to synthesize the research results and examine trends and changes. A literature review shows that research has been done to synthesize research findings regarding Chinese language acquisition, but no review of the research studies have been done examining Chinese language pedagogy. This study investigates the research trends in Chinese language pedagogy in the U.S. by analyzing 122 empirical studies published in 25 peer-reviewed journals. These articles were identified through an exhaustive search using multiple databases and methods. The articles were cross analyzed in terms of research topics, language learning settings, methodological approaches, theoretical perspectives, and types of learners that were studied. The analysis found that the topics studied in pedagogical research have become increasingly diversified, and that many of the studies used SLA theories, cognitive theories, and multimedia theories as support for their research designs. Almost half of the studies used technology as part of their pedagogical method. The data also revealed that more research was done with beginning-level learners than advanced learners, and that most of the studies used qualitative data. Analysis of the data highlights the need for more research using Action Research and Design-Based Research methods and reveals a need for all future research to use theoretical support for the research designs. This article concludes by suggesting aspects of Chinese pedagogy that could benefit from further research.
{"title":"A systematic review of pedagogical research on teaching Chinese as a foreign language in the United States – from 1960 to 2020","authors":"Shenglan Zhang","doi":"10.1515/caslar-2021-2003","DOIUrl":"https://doi.org/10.1515/caslar-2021-2003","url":null,"abstract":"Abstract Since the 1960s, research on Chinese language teaching and learning has developed gradually, so it is worthwhile to synthesize the research results and examine trends and changes. A literature review shows that research has been done to synthesize research findings regarding Chinese language acquisition, but no review of the research studies have been done examining Chinese language pedagogy. This study investigates the research trends in Chinese language pedagogy in the U.S. by analyzing 122 empirical studies published in 25 peer-reviewed journals. These articles were identified through an exhaustive search using multiple databases and methods. The articles were cross analyzed in terms of research topics, language learning settings, methodological approaches, theoretical perspectives, and types of learners that were studied. The analysis found that the topics studied in pedagogical research have become increasingly diversified, and that many of the studies used SLA theories, cognitive theories, and multimedia theories as support for their research designs. Almost half of the studies used technology as part of their pedagogical method. The data also revealed that more research was done with beginning-level learners than advanced learners, and that most of the studies used qualitative data. Analysis of the data highlights the need for more research using Action Research and Design-Based Research methods and reveals a need for all future research to use theoretical support for the research designs. This article concludes by suggesting aspects of Chinese pedagogy that could benefit from further research.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"10 1","pages":"207 - 238"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43814560","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 : 2021-10-01DOI: 10.1515/caslar-2021-2001
Arnaud Arslangul, Marzena Watorek
Abstract This study examines the way in which French-speaking learners of L2 Chinese construct a type of discourse called static spatial description. It involves the analysis of an oral corpus collected from two groups of native speakers of Chinese and French, and two groups of learners of L2 Chinese at two proficiency levels (low and intermediate). The data collected consist of the description of a poster. The results show that linguistic devices used in Chinese and French to encode the locative phrase and its syntactic functions have an impact on the presence and placement of the locative in utterances encoding spatial localization. These properties in turn influence the way in which the informational content develops across the utterances in the discourse. There is a clear development of proficiency between the two L2 groups. However, intermediate learners are not yet able to organize information on the discourse level like native Chinese speakers do.
{"title":"Locative phrase and descriptive discourse in L2 Chinese","authors":"Arnaud Arslangul, Marzena Watorek","doi":"10.1515/caslar-2021-2001","DOIUrl":"https://doi.org/10.1515/caslar-2021-2001","url":null,"abstract":"Abstract This study examines the way in which French-speaking learners of L2 Chinese construct a type of discourse called static spatial description. It involves the analysis of an oral corpus collected from two groups of native speakers of Chinese and French, and two groups of learners of L2 Chinese at two proficiency levels (low and intermediate). The data collected consist of the description of a poster. The results show that linguistic devices used in Chinese and French to encode the locative phrase and its syntactic functions have an impact on the presence and placement of the locative in utterances encoding spatial localization. These properties in turn influence the way in which the informational content develops across the utterances in the discourse. There is a clear development of proficiency between the two L2 groups. However, intermediate learners are not yet able to organize information on the discourse level like native Chinese speakers do.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"10 1","pages":"155 - 182"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41667759","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}
This article summarizes the research results of the ontology of "le". Firstly, both the end of the sentence "le" and the end of the word "le" are classified as auxiliary words. The two "les" represent the two endpoints in the internal dynamic development process of events and actions: the starting point of occurrence (the end of the sentence "le") and the completion node (the end of the word "le"). Based on this grammatical meaning, the syntactic conditions and pragmatic rules of the two "les" are explored. Secondly, by comparing the differences in tense and aspect systems between Chinese and English, two implicit expressions of tense in Chinese, namely "already" and "not yet", were proposed. And a model of the Chinese aspect system was constructed based on the different aspect stages of Chinese, summarizing the grammatical meaning, syntactic conditions, and pragmatic rules of each individual auxiliary word in the Chinese aspect system in a graphical manner. Then, based on the teaching theory of the "zone of proximal development", a model of the aspect system is proposed to assist in the teaching of aspect auxiliary words in teaching Chinese as a foreign language. The teaching example of the suffix "le" is used to demonstrate the teaching steps and activities of using the aspect model, helping students have a clear understanding and perspective of the aspect system of Chinese grammar. Finally, this article suggests conducting different attempts and experiments on "le" teaching to explore effective methods and approaches to solve this difficulty in Chinese grammar teaching.
{"title":"以“了”为端点构拟汉语语法的体系统模型","authors":"柳 燕梅","doi":"10.1515/caslar-2021-2004","DOIUrl":"https://doi.org/10.1515/caslar-2021-2004","url":null,"abstract":"提 要 本文对 “了” 的本体研究成果进行梳理总结, 首先, 把句末“了”和词尾“了”都归于体助词。两个“了”代表着事件、动作内部动态发展过程“体”中的两个端点: 发生起点(句末“了”)和完成结点(词尾“了”), 在此语法意义基础上探讨了两个“了”的句法条件和语用规则。其次, 通过对比时和体、汉语与英语时体系统的不同, 对汉语的时态提出了“已然”和“未然”两种时态隐性表达的假设。并根据汉语的不同体阶段构拟了汉语体系统的模型, 以图表方式总结汉语体系统中各个体助词的语法意义、句法条件和语用规则。然后, 基于“最近发展区”的教学理论, 提出在对外汉语教学中使用体系统的模型辅助体助词的教学, 以词尾“了”的教学举例来示范说明使用体模型的教学步骤和活动, 帮助学生对汉语语法的体系统全景有一个清晰的认识和了解。最后, 本文建议开展对“了”教学的不同尝试和实验, 探讨解决汉语语法教学中这一难点的有效方法和途径。","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"10 1","pages":"239 - 263"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45230402","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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