Pub Date : 2021-03-30DOI: 10.1515/caslar-2021-0001
S. Conti, Carmen Lepadat
Abstract This paper investigates the effectiveness of the identification task on the retention of situation-bound utterances (SBUs) in Chinese as a foreign language (CFL). The participants were Italian CFL learners with different lengths of learning experience, divided into an experimental and a control group. The target SBUs were selected by means of a discourse completion questionnaire previously submitted to Italian and Chinese native speakers and Italian CFL learners. During the treatment, the experimental group was provided with six communicative functions and was asked to identify the corresponding SBUs from eight short dialogues. Subsequently, a posttest was administered to both the experimental and the control groups. Overall, the statistical analysis of the test results suggests a significant effect of the task on the participants’ ability to recall the target SBUs, both from an immediate and a longitudinal perspective. However, the data also suggest that, while the participants’ length of learning experience and minor linguistic or cultural specificities of the target formulae did not significantly influence the effectiveness of this specific vocabulary learning task, the presence vs. absence of the SBUs in either the L1 or the L2 might be a crucial factor for their successful recall.
{"title":"Situation-bound utterances in Chinese as a foreign language: the effectiveness of the identification task","authors":"S. Conti, Carmen Lepadat","doi":"10.1515/caslar-2021-0001","DOIUrl":"https://doi.org/10.1515/caslar-2021-0001","url":null,"abstract":"Abstract This paper investigates the effectiveness of the identification task on the retention of situation-bound utterances (SBUs) in Chinese as a foreign language (CFL). The participants were Italian CFL learners with different lengths of learning experience, divided into an experimental and a control group. The target SBUs were selected by means of a discourse completion questionnaire previously submitted to Italian and Chinese native speakers and Italian CFL learners. During the treatment, the experimental group was provided with six communicative functions and was asked to identify the corresponding SBUs from eight short dialogues. Subsequently, a posttest was administered to both the experimental and the control groups. Overall, the statistical analysis of the test results suggests a significant effect of the task on the participants’ ability to recall the target SBUs, both from an immediate and a longitudinal perspective. However, the data also suggest that, while the participants’ length of learning experience and minor linguistic or cultural specificities of the target formulae did not significantly influence the effectiveness of this specific vocabulary learning task, the presence vs. absence of the SBUs in either the L1 or the L2 might be a crucial factor for their successful recall.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"10 1","pages":"1 - 29"},"PeriodicalIF":0.0,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2021-0001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41682198","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 : 2021-03-30DOI: 10.1515/caslar-2021-0002
Jiang Liu, Seth Wiener
Abstract This study examined beginner-level Chinese as a Foreign Language (CFL) learners’ production of newly learned words in an image naming and pinyin-reading task. Fifteen L1-English CFL learners learned 10 tonal monosyllabic minimal pairs (e.g., shu1 and shu3) in a three-day sound-image word learning experiment. Ten of the 20 words were homophonous with previously learned words (e.g., participants already knew that shu1 means ‘book’), while the other 10 were not (e.g., no shu3 words had been learned). Ten of the 20 words had frequent phonology participants were familiar with (e.g., shi is a high token frequency syllable), while the other 10 had infrequent phonology (e.g., ku is a low token frequency syllable). On the last day of learning, participants performed an image naming task followed by a pinyin-reading task. The recoded word tokens from both tasks were then played to 10 native Chinese speakers who were asked to transcribe the words in pinyin. The results showed that overall word production in the pinyin-reading task was more accurate than image naming. The pinyin-reading advantage was robust, but homophone status and syllable token frequency also interacted with task type: learners produced syllables with high token frequency but without homophones equally well in the pinyin-reading and naming tasks. These results suggest phonological encoding in long-term memory based on pinyin orthography can be affected by learners’ prior phonological and lexical knowledge. Pedagogical applications and limitations of the study are discussed, as well.
{"title":"CFL learners’ Mandarin syllable-tone word production: effects of task and prior phonological and lexical learning","authors":"Jiang Liu, Seth Wiener","doi":"10.1515/caslar-2021-0002","DOIUrl":"https://doi.org/10.1515/caslar-2021-0002","url":null,"abstract":"Abstract This study examined beginner-level Chinese as a Foreign Language (CFL) learners’ production of newly learned words in an image naming and pinyin-reading task. Fifteen L1-English CFL learners learned 10 tonal monosyllabic minimal pairs (e.g., shu1 and shu3) in a three-day sound-image word learning experiment. Ten of the 20 words were homophonous with previously learned words (e.g., participants already knew that shu1 means ‘book’), while the other 10 were not (e.g., no shu3 words had been learned). Ten of the 20 words had frequent phonology participants were familiar with (e.g., shi is a high token frequency syllable), while the other 10 had infrequent phonology (e.g., ku is a low token frequency syllable). On the last day of learning, participants performed an image naming task followed by a pinyin-reading task. The recoded word tokens from both tasks were then played to 10 native Chinese speakers who were asked to transcribe the words in pinyin. The results showed that overall word production in the pinyin-reading task was more accurate than image naming. The pinyin-reading advantage was robust, but homophone status and syllable token frequency also interacted with task type: learners produced syllables with high token frequency but without homophones equally well in the pinyin-reading and naming tasks. These results suggest phonological encoding in long-term memory based on pinyin orthography can be affected by learners’ prior phonological and lexical knowledge. Pedagogical applications and limitations of the study are discussed, as well.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"10 1","pages":"31 - 52"},"PeriodicalIF":0.0,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2021-0002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42155681","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 : 2021-03-30DOI: 10.1515/caslar-2021-0003
Hengshuang Liu, Hongyan Hao
Abstract The current study aimed to investigate the effect of input enhancement on L2 Chinese classifier learning. Two parallel groups of preliminary-level international participants and one group of Chinese native participants were recruited, and the three groups were matched in Chinese writing experience and group size (n = 28). One group of international participants was randomly selected as the experimental group; they read a classifier-enhanced text for 10 min before performing a writing task. The other international group and the native group served as the L2-learner control group and the L1-learner control group, respectively. These two control groups performed the writing task without text reading. Results showed that likely due to the frequent use of 个/ge4/ and the extensive use of novel classifiers, a greater variety of classifiers were used by the experimental group at a greater frequency as compared with the two control groups. However, given the observation that the experimental group tended to avoid using complex classifier forms and similar classifiers, future CSL instruction is suggested to aim for quality acquisition through long-term application of input enhancement integrated with explicit explanation on a language-use basis. This study furthers our understanding of how input enhancement is applicable to the acquisition of a logographic second language.
{"title":"Input enhancement improved L2 learners’ production of Chinese classifiers","authors":"Hengshuang Liu, Hongyan Hao","doi":"10.1515/caslar-2021-0003","DOIUrl":"https://doi.org/10.1515/caslar-2021-0003","url":null,"abstract":"Abstract The current study aimed to investigate the effect of input enhancement on L2 Chinese classifier learning. Two parallel groups of preliminary-level international participants and one group of Chinese native participants were recruited, and the three groups were matched in Chinese writing experience and group size (n = 28). One group of international participants was randomly selected as the experimental group; they read a classifier-enhanced text for 10 min before performing a writing task. The other international group and the native group served as the L2-learner control group and the L1-learner control group, respectively. These two control groups performed the writing task without text reading. Results showed that likely due to the frequent use of 个/ge4/ and the extensive use of novel classifiers, a greater variety of classifiers were used by the experimental group at a greater frequency as compared with the two control groups. However, given the observation that the experimental group tended to avoid using complex classifier forms and similar classifiers, future CSL instruction is suggested to aim for quality acquisition through long-term application of input enhancement integrated with explicit explanation on a language-use basis. This study furthers our understanding of how input enhancement is applicable to the acquisition of a logographic second language.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"10 1","pages":"53 - 73"},"PeriodicalIF":0.0,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2021-0003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42240920","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}
Since 1997, the promotion of Mandarin education in Hong Kong has undergone significant development. However, due to various limitations and reasons, what Hong Kong students say and write inevitably carries a distinct characteristic of "Hong Kong style Chinese". This article provides a detailed analysis of various deviant behaviors of "le" among Hong Kong vocational college students in the process of learning Mandarin, including the misuse of "le" without the need to use "le", the use of "le" without "le", the misuse of "you", and the misuse of "le" in clutch words. It is found that Hong Kong students who use Cantonese as their mother tongue in acquiring Mandarin "le" mainly exhibit insufficient aspect markers (underuse) errors, Different from other common errors of aspect marker generalization in second language learners of Chinese. Not only that, we also found that various biases of Hong Kong students towards "le" in "bi wen tri lingual" or trilingual "environments are mainly caused by the" language transfer "of the dominant language English in the classroom, rather than being influenced by the students' mother tongue and the most commonly used daily language - Cantonese, This confirms the strong 'L2 status factor hypothesis' in multilingual acquisition, which also exists in the third language acquisition process of Hong Kong students. This interesting phenomenon undoubtedly brings inspiration to language teaching in multilingual environments.
{"title":"香港大专生普通话学习中“了”的偏误分析: 对体习得普遍趋势和多语教学的启示","authors":"姚. 水英 (Yao Shuiying)","doi":"10.1515/caslar-2021-0006","DOIUrl":"https://doi.org/10.1515/caslar-2021-0006","url":null,"abstract":"提 要 自1997年以来, 香港地区的普通话教育推广得到了极大的发展。不过, 鉴于多方面的限制和原因, 香港学生的所说所写还是无可避免地带着明显的“港式中文”的特点。本文详细分析了香港大专学生普通话学习过程中各种“了”的偏误行为, 包括不需用“了”而误用“了”、该用“了”而未用“了”、“无时态标记句”、与“有”的误用, 离合词中错用“了”等各种情况, 发现以粤语为母语的香港学生在习得普通话“了”时, 主要表现为体标记不足 (underuse) 的错误, 迥异于其他汉语为二语习得者的体标记泛化(overuse)的常见错误。不仅如此, 我们还发现在“两文三语”或者三语 (trilingual)环境下香港学生对于“了”的各种偏误主要是受了学生课堂强势语言英语的“语际迁移”(language transfer) 所致, 而非受学生的母语和最常用的生活用语 --- 粤语的影响, 印证了多语习得中强大的“第二语言地位因素假设” (the L2 status factor hypothesis) 在香港学生的三语习得过程中同样存在。这一有趣的现象无疑为多语环境下的语言教学带来了启示。","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"10 1","pages":"131 - 154"},"PeriodicalIF":0.0,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2021-0006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46623105","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 : 2020-10-25DOI: 10.1515/CASLAR-2020-0011
蕭惠貞, 立群 湯
{"title":"Text complexity and reading comprehension of Japanese CSL learners","authors":"蕭惠貞, 立群 湯","doi":"10.1515/CASLAR-2020-0011","DOIUrl":"https://doi.org/10.1515/CASLAR-2020-0011","url":null,"abstract":"","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"9 1","pages":"277-312"},"PeriodicalIF":0.0,"publicationDate":"2020-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/CASLAR-2020-0011","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67391061","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 : 2020-10-25DOI: 10.1515/CASLAR-2020-0010
曾金金, 丁多永
{"title":"The use of utterance-final particles in Mandarin teaching","authors":"曾金金, 丁多永","doi":"10.1515/CASLAR-2020-0010","DOIUrl":"https://doi.org/10.1515/CASLAR-2020-0010","url":null,"abstract":"","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"9 1","pages":"259-275"},"PeriodicalIF":0.0,"publicationDate":"2020-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/CASLAR-2020-0010","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67390907","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 : 2020-10-01DOI: 10.1515/caslar-2020-2009
Shu-ling Wu
Abstract Recent developments in the study of crosslinguistic influence have started to account for how the dynamic interaction between language and cognition influences transfer phenomena. This study examined the acquisition and use of referring expressions in narratives produced by 80 English-dominant learners of Chinese representing two proficiency levels (Low vs. High) and two linguistic backgrounds (Foreign Language vs. Heritage Language), as compared to two baseline groups of 40 Chinese native speakers (NSs) and 40 English NSs. Results showed that, while heritage language learners (HLLs) demonstrated a more idiomatic use of referential forms to introduce new characters and maintain reference to them than did foreign language learners (FLLs) at the same low-proficiency level, the advantage of early language exposure diminished at the high-proficiency level when HLLs were compared to High FLLs who had prolonged in-country experience. Meanwhile, three types of production errors persisted, including (i) failing to use definite reference when obligatory for simple bare nouns, (ii) struggling to supply item-specific classifiers, and (iii) avoidance of zero anaphora, when discourse coherence would prefer such a strategy. All three of these features involve the restructuring of L1 preferences to accommodate L2-specific patterns due to L1-L2 typological differences. 摘要 跨语际影响研究近年来已经开始关注语言和认知之间的交互作用如何影响语际迁移本研究透过与 40位母语为中文和 40位母语为英语的对照组相比,考察 80位英语为强势语言的中文学生在看图说故事任务中习得和使用指称词的情况, 80位学习者包括低级和高级水平以及华裔和非华裔四组学生。研究结果发现在同样低级水平阶段,华裔学生较非华裔学生更能够自然恰当地使用指称词介绍新人物,并维持对人物的指称。然而到了高级水平阶段,华裔学生跟具长期居住中文地区经验的非华裔学生相比,华裔学生较早接触中文的语言优势逐渐消退。此外,研究发现三种类型的指称词误用情况特别显著,包括:(一)在定指情况误用简单名词作指称;(二)未能根据指称对象使用正确的量词;(三)未能正确使用零指称方式维持中文语句连贯。上述三种误用现象都涉及学习者惯用语和目标语在指称词使用上的语言类型差异,学习者必须调整自己熟悉的惯用语语用思维以适应目标语中特殊的指称方式。
Abstract Recent developments in the study of interdisciplinary influence have started to account for how the dynamic interaction between language and recognition influences transfer phenomena This study examined the acquisition and use of referring expressions in narratives produced by 80 English domestic learners of Chinese reproducing two proficiency levels (Low vs. High) and two linguistic backgrounds (Foreign Language vs. Heritage Language), as compared to two baseline groups of 40 Chinese native speakers (NSs) and 40 English NSs Results showed that, while heritage language learners (HLLs) demonstrated a more idiomatic use of reference forms to introduce new characters and maintain reference to them than did foreign language learners (FLLs) at the same low proficiency level, The advantage of early language exposure minimized at the high proficiency level when HLLs were compared to High FLLs who had extended in country experience Meanwhile, three types of production errors persistent, including (i) failing to use defined reference when objectification for simple bar nouns, (ii) struggling to supply item specific classifications, and (iii) avoidance of zero anaphora, when discourse coherence would prefer such a strategy All three of these features involve the reconstruction of L1 preferences to adapt L2 specific patterns due to L1-L2 typological differences Abstract: In recent years, cross lingual impact studies have begun to focus on how the interaction between language and cognition affects interlingual transfer. This study examined the acquisition and use of reference words by 80 Chinese students with English as the dominant language in the task of reading pictures and telling stories, compared with a control group of 40 native Chinese and 40 native English speakers. The 80 learners included four groups of students, namely low-level and high-level students, as well as Chinese and non Chinese students. The research results found that at the same low-level stage, Chinese students are more able to naturally and appropriately use reference words to introduce new characters and maintain their reference to characters compared to non Chinese students. However, at the advanced level, the language advantage of Chinese American students being exposed to Chinese earlier gradually diminishes compared to non Chinese American students with long-term experience living in Chinese speaking areas. In addition, research has found that the misuse of three types of referents is particularly significant, including: (1) the misuse of simple nouns as referents in definite referential situations; （2） Failure to use correct quantifiers based on the referent; （3） Failure to use zero reference correctly to maintain coherence in Chinese sentences. The above three misuse phenomena all involve language type differences in the use of reference words between learners' idioms and the target language. Learners must adjust their familiar pragmatic thinking of idioms to adapt t
{"title":"Crosslinguistic influence in development of reference realization: A comparison of foreign language learners and heritage language learners","authors":"Shu-ling Wu","doi":"10.1515/caslar-2020-2009","DOIUrl":"https://doi.org/10.1515/caslar-2020-2009","url":null,"abstract":"Abstract Recent developments in the study of crosslinguistic influence have started to account for how the dynamic interaction between language and cognition influences transfer phenomena. This study examined the acquisition and use of referring expressions in narratives produced by 80 English-dominant learners of Chinese representing two proficiency levels (Low vs. High) and two linguistic backgrounds (Foreign Language vs. Heritage Language), as compared to two baseline groups of 40 Chinese native speakers (NSs) and 40 English NSs. Results showed that, while heritage language learners (HLLs) demonstrated a more idiomatic use of referential forms to introduce new characters and maintain reference to them than did foreign language learners (FLLs) at the same low-proficiency level, the advantage of early language exposure diminished at the high-proficiency level when HLLs were compared to High FLLs who had prolonged in-country experience. Meanwhile, three types of production errors persisted, including (i) failing to use definite reference when obligatory for simple bare nouns, (ii) struggling to supply item-specific classifiers, and (iii) avoidance of zero anaphora, when discourse coherence would prefer such a strategy. All three of these features involve the restructuring of L1 preferences to accommodate L2-specific patterns due to L1-L2 typological differences. 摘要 跨语际影响研究近年来已经开始关注语言和认知之间的交互作用如何影响语际迁移本研究透过与 40位母语为中文和 40位母语为英语的对照组相比,考察 80位英语为强势语言的中文学生在看图说故事任务中习得和使用指称词的情况, 80位学习者包括低级和高级水平以及华裔和非华裔四组学生。研究结果发现在同样低级水平阶段,华裔学生较非华裔学生更能够自然恰当地使用指称词介绍新人物,并维持对人物的指称。然而到了高级水平阶段,华裔学生跟具长期居住中文地区经验的非华裔学生相比,华裔学生较早接触中文的语言优势逐渐消退。此外,研究发现三种类型的指称词误用情况特别显著,包括:(一)在定指情况误用简单名词作指称;(二)未能根据指称对象使用正确的量词;(三)未能正确使用零指称方式维持中文语句连贯。上述三种误用现象都涉及学习者惯用语和目标语在指称词使用上的语言类型差异,学习者必须调整自己熟悉的惯用语语用思维以适应目标语中特殊的指称方式。","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"9 1","pages":"227 - 257"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2020-2009","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42516705","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 : 2020-10-01DOI: 10.1515/caslar-2020-0008
D. Jiang
Abstract The roles of interaction have been studied for several decades. Recent studies have turned to investigate “the details of which components of interaction might be more or less effective in which contexts with which learners” (Loewen, Shawn & Masatoshi Sato. 2018. Interaction and instructed second language acquisition. Language Teaching 51(3). 285–329: 286). This case study, based on three unstructured interactions outside the classroom between two L2 Mandarin Chinese learners, investigates the learning opportunities these interactions brought about in terms of helping them to increase in control over forms that had already been encountered inside the classroom. Using the concept of the language-related episode (Swain, Merrill & Sharon Lapkin. 1998. Interaction and second language learning: Two adolescent French immersion students working together. The Modern Language Journal 82(3). 320–337), this study sets focus on learning opportunities for lexis- and grammar-related items. It finds learning opportunities arise as the two peers negotiate for meaning motivated by the need to comprehend, strive to use the L2 to express/co-express themselves, and improve their form through the other’s feedback. In addition, lexis-related learning is found to be very positive in this study. The dictionary played an indispensable role in facilitating the learners when they encountered lexis-related issues. Further, it enabled the learners to learn new vocabulary when driven by communicative needs. In comparison, the grammar-related learning is found to be relatively complicated. And the fact the learners had nowhere to resort to concerning grammatical issues attributed to it. In terms of the different types of interactions, compared to learning through negotiation for meaning and feedback, output and co-construction/collaboration were found to be most productive in promoting the learning.
{"title":"Learning opportunities in peer-peer interaction: A case study of two L2 Mandarin Chinese learners","authors":"D. Jiang","doi":"10.1515/caslar-2020-0008","DOIUrl":"https://doi.org/10.1515/caslar-2020-0008","url":null,"abstract":"Abstract The roles of interaction have been studied for several decades. Recent studies have turned to investigate “the details of which components of interaction might be more or less effective in which contexts with which learners” (Loewen, Shawn & Masatoshi Sato. 2018. Interaction and instructed second language acquisition. Language Teaching 51(3). 285–329: 286). This case study, based on three unstructured interactions outside the classroom between two L2 Mandarin Chinese learners, investigates the learning opportunities these interactions brought about in terms of helping them to increase in control over forms that had already been encountered inside the classroom. Using the concept of the language-related episode (Swain, Merrill & Sharon Lapkin. 1998. Interaction and second language learning: Two adolescent French immersion students working together. The Modern Language Journal 82(3). 320–337), this study sets focus on learning opportunities for lexis- and grammar-related items. It finds learning opportunities arise as the two peers negotiate for meaning motivated by the need to comprehend, strive to use the L2 to express/co-express themselves, and improve their form through the other’s feedback. In addition, lexis-related learning is found to be very positive in this study. The dictionary played an indispensable role in facilitating the learners when they encountered lexis-related issues. Further, it enabled the learners to learn new vocabulary when driven by communicative needs. In comparison, the grammar-related learning is found to be relatively complicated. And the fact the learners had nowhere to resort to concerning grammatical issues attributed to it. In terms of the different types of interactions, compared to learning through negotiation for meaning and feedback, output and co-construction/collaboration were found to be most productive in promoting the learning.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"9 1","pages":"199 - 226"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2020-0008","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46844900","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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