Pub Date : 2019-04-24DOI: 10.1515/caslar-2019-0002
L. Yeung
Abstract This study investigates Chinese indirection in argumentative writing. It examines whether there is a fundamental difference between Chinese and English rhetoric in their preferred method of argument, as suggested by instructional materials on how to argue effectively (Liu, Lu. 2005. Rhetorical education through writing instruction across cultures: A comparative analysis of select online instructional materials on argumentative writing. Journal of Second Language Writing 14. 1–18). A comparative analysis of 90 argumentative essays respectively written by expert Chinese and English writers, and advanced Chinese ESL learners reveals that while the English essays tend to adopt a polemical style that persuades by defeating opposing arguments, a significant proportion of the Chinese essays show a dialectical style which examines opposing positions without taking sides and yet rising above them to resolve conflicting issues. A significant number of Chinese ESL writing follow a similar dialectical pattern although not as frequently as their expert writers. A cultural explanation is attempted to account for the phenomenon. It is also argued that the dialectical model, while subsuming earlier rhetorical models adopted for analyzing Chinese writing, may hold the key to studying Chinese differences from the English in written arguments.
{"title":"Dialectics versus polemics in Chinese rhetoric: A study of indirection in Chinese and Chinese ESL argumentative writing as compared with English argumentative writing","authors":"L. Yeung","doi":"10.1515/caslar-2019-0002","DOIUrl":"https://doi.org/10.1515/caslar-2019-0002","url":null,"abstract":"Abstract This study investigates Chinese indirection in argumentative writing. It examines whether there is a fundamental difference between Chinese and English rhetoric in their preferred method of argument, as suggested by instructional materials on how to argue effectively (Liu, Lu. 2005. Rhetorical education through writing instruction across cultures: A comparative analysis of select online instructional materials on argumentative writing. Journal of Second Language Writing 14. 1–18). A comparative analysis of 90 argumentative essays respectively written by expert Chinese and English writers, and advanced Chinese ESL learners reveals that while the English essays tend to adopt a polemical style that persuades by defeating opposing arguments, a significant proportion of the Chinese essays show a dialectical style which examines opposing positions without taking sides and yet rising above them to resolve conflicting issues. A significant number of Chinese ESL writing follow a similar dialectical pattern although not as frequently as their expert writers. A cultural explanation is attempted to account for the phenomenon. It is also argued that the dialectical model, while subsuming earlier rhetorical models adopted for analyzing Chinese writing, may hold the key to studying Chinese differences from the English in written arguments.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"8 1","pages":"29 - 55"},"PeriodicalIF":0.0,"publicationDate":"2019-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2019-0002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44440944","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 : 2019-04-24DOI: 10.1515/caslar-2019-0005
吴 剑, 刘 欣
提要： 汉语作为外语写作时产生的焦虑是一种极其复杂的心理现象。我们在 Cheng（2004）研制的 “第二语言写作焦虑量表” 基础上结合汉语特点稍作修改制成 “汉语作为外语写作焦虑量表”，并根据量表进行了问卷调查，得到 204 份有效问卷。考虑写作焦虑本身的主观性、动态性、阶段性，本研究在 204 份有效问卷答题者中选定六名外国留学生做了深度访谈，同时对四名担任他们写作课的任课教师做了深度访谈。学生访谈提纲和教师访谈提纲参考了Horwitz et al (1986)、Macintyre and Gardner (1991)、Aida（1994）、Gregersen (2003)、Ewald (2007)的研究结论。通过对六名受访学生和四名受访教师的访谈，本文研究发现：（一）受访学生写作焦虑的主要影响因素是性格、写作策略、评价恐惧，其中关键因素是性格。（二）受访学生认为大量的写作训练是减少写作焦虑的最好办法，然而该解决方案受访教师没有提及并予以足够重视，可见教师与学生在降低汉语写作焦虑方法论上的侧重点有所不同。（三）受访教师认为华裔与非华裔在写作方法和写作效果上存在显著差异，然而在写作焦虑上并无显著差异，今后在汉语写作焦虑研究设计中没有必要设置华裔/非华裔这一身份变量了。（四）总体焦虑值高于 3 的受访学生会有明显的写作焦虑自我认知，反之，总体焦虑低于 3 的受访学生会有明显的无写作焦虑自我认知。（五）写作焦虑是否会随着学习时间增加而减少，受访学生有不同意见。持肯定意见的学生认为只要克服语言表达上的障碍，写作焦虑就会越学越少。持反对意见的学生则认为随着自身汉语水平的提高，自己对写作表达能力的要求也在不断加码，因此写作焦虑不会随着学习时间变长而发生太大变化。（六）过程写作教学法在降低汉语写作焦虑上行之有效，为大部分学生所接受，但仍需要根据实际教学情况做出一定的修改。
提要： 汉语作为外语写作时产生的焦虑是一种极其复杂的心理现象。我们在 Cheng（2004）研制的 “第二语言写作焦虑量表” 基础上结合汉语特点稍作修改制成 “汉语作为外语写作焦虑量表”，并根据量表进行了问卷调查，得到 204 份有效问卷。考虑写作焦虑本身的主观性、动态性、阶段性，本研究在 204 份有效问卷答题者中选定六名外国留学生做了深度访谈，同时对四名担任他们写作课的任课教师做了深度访谈。学生访谈提纲和教师访谈提纲参考了Horwitz et al (1986)、Macintyre and Gardner (1991)、Aida（1994）、Gregersen (2003)、Ewald (2007)的研究结论。通过对六名受访学生和四名受访教师的访谈，本文研究发现：（一）受访学生写作焦虑的主要影响因素是性格、写作策略、评价恐惧，其中关键因素是性格。（二）受访学生认为大量的写作训练是减少写作焦虑的最好办法，然而该解决方案受访教师没有提及并予以足够重视，可见教师与学生在降低汉语写作焦虑方法论上的侧重点有所不同。（三）受访教师认为华裔与非华裔在写作方法和写作效果上存在显著差异，然而在写作焦虑上并无显著差异，今后在汉语写作焦虑研究设计中没有必要设置华裔/非华裔这一身份变量了。（四）总体焦虑值高于 3 的受访学生会有明显的写作焦虑自我认知，反之，总体焦虑低于 3 的受访学生会有明显的无写作焦虑自我认知。（五）写作焦虑是否会随着学习时间增加而减少，受访学生有不同意见。持肯定意见的学生认为只要克服语言表达上的障碍，写作焦虑就会越学越少。持反对意见的学生则认为随着自身汉语水平的提高，自己对写作表达能力的要求也在不断加码，因此写作焦虑不会随着学习时间变长而发生太大变化。（六）过程写作教学法在降低汉语写作焦虑上行之有效，为大部分学生所接受，但仍需要根据实际教学情况做出一定的修改。
{"title":"汉语作为外语写作焦虑的质性研究","authors":"吴 剑, 刘 欣","doi":"10.1515/caslar-2019-0005","DOIUrl":"https://doi.org/10.1515/caslar-2019-0005","url":null,"abstract":"提要： 汉语作为外语写作时产生的焦虑是一种极其复杂的心理现象。我们在 Cheng（2004）研制的 “第二语言写作焦虑量表” 基础上结合汉语特点稍作修改制成 “汉语作为外语写作焦虑量表”，并根据量表进行了问卷调查，得到 204 份有效问卷。考虑写作焦虑本身的主观性、动态性、阶段性，本研究在 204 份有效问卷答题者中选定六名外国留学生做了深度访谈，同时对四名担任他们写作课的任课教师做了深度访谈。学生访谈提纲和教师访谈提纲参考了Horwitz et al (1986)、Macintyre and Gardner (1991)、Aida（1994）、Gregersen (2003)、Ewald (2007)的研究结论。通过对六名受访学生和四名受访教师的访谈，本文研究发现：（一）受访学生写作焦虑的主要影响因素是性格、写作策略、评价恐惧，其中关键因素是性格。（二）受访学生认为大量的写作训练是减少写作焦虑的最好办法，然而该解决方案受访教师没有提及并予以足够重视，可见教师与学生在降低汉语写作焦虑方法论上的侧重点有所不同。（三）受访教师认为华裔与非华裔在写作方法和写作效果上存在显著差异，然而在写作焦虑上并无显著差异，今后在汉语写作焦虑研究设计中没有必要设置华裔/非华裔这一身份变量了。（四）总体焦虑值高于 3 的受访学生会有明显的写作焦虑自我认知，反之，总体焦虑低于 3 的受访学生会有明显的无写作焦虑自我认知。（五）写作焦虑是否会随着学习时间增加而减少，受访学生有不同意见。持肯定意见的学生认为只要克服语言表达上的障碍，写作焦虑就会越学越少。持反对意见的学生则认为随着自身汉语水平的提高，自己对写作表达能力的要求也在不断加码，因此写作焦虑不会随着学习时间变长而发生太大变化。（六）过程写作教学法在降低汉语写作焦虑上行之有效，为大部分学生所接受，但仍需要根据实际教学情况做出一定的修改。","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"8 1","pages":"119 - 142"},"PeriodicalIF":0.0,"publicationDate":"2019-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2019-0005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41346070","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 : 2019-04-01DOI: 10.1515/caslar-2019-0003
M. Yan, M. Sloos
Abstract An important part of second language acquisition of sound systems involves the distinction between phoneme contrasts that exist in L2 but not in L1. However, L1 and L2 listeners do not always use the same acoustic cues to perceptually distinguish the contrasts. Most studies concentrate on vowel perception, but perceptual cue weighting in consonants is somewhat under-investigated, although equally relevant. This article investigates the cue-weighting of Chinese /t th ts tsh/ by L1 and Danish L2 listeners. The four phonemes are contrastive, and distinguished in aspiration, frication or both. Moreover, Chinese /th ts tsh/ acoustically all overlap with a single phoneme in Danish /ts/, variably realized as [ts] ~ [th], which make it notoriously difficult to acquire the contrasts. We conducted a cue-weighting experiment to investigate how Danish and Chinese listeners use aspiration and frication to perceptually categorize these Chinese sounds. Our results show that Danish learners are not as sensitive as native Chinese to the deciding cues to distinguish the Chinese phoneme contrasts. This study sheds light on L2 sound acquisition in which different phonemes in the target L2 language correspond to a single but variable phoneme in the native language.
{"title":"Perceptual cue weighting in L1 and L2 Chinese: An investigation of aspiration and frication in Chinese obstruents by Danish learners","authors":"M. Yan, M. Sloos","doi":"10.1515/caslar-2019-0003","DOIUrl":"https://doi.org/10.1515/caslar-2019-0003","url":null,"abstract":"Abstract An important part of second language acquisition of sound systems involves the distinction between phoneme contrasts that exist in L2 but not in L1. However, L1 and L2 listeners do not always use the same acoustic cues to perceptually distinguish the contrasts. Most studies concentrate on vowel perception, but perceptual cue weighting in consonants is somewhat under-investigated, although equally relevant. This article investigates the cue-weighting of Chinese /t th ts tsh/ by L1 and Danish L2 listeners. The four phonemes are contrastive, and distinguished in aspiration, frication or both. Moreover, Chinese /th ts tsh/ acoustically all overlap with a single phoneme in Danish /ts/, variably realized as [ts] ~ [th], which make it notoriously difficult to acquire the contrasts. We conducted a cue-weighting experiment to investigate how Danish and Chinese listeners use aspiration and frication to perceptually categorize these Chinese sounds. Our results show that Danish learners are not as sensitive as native Chinese to the deciding cues to distinguish the Chinese phoneme contrasts. This study sheds light on L2 sound acquisition in which different phonemes in the target L2 language correspond to a single but variable phoneme in the native language.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"8 1","pages":"57 - 83"},"PeriodicalIF":0.0,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2019-0003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44046770","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: The research object of Conversation Analysis is people's communication activities, including daily conversations and institutional conversations. Classroom teaching is a type of institutional conversation, so since the establishment of conversation analysis, researchers have been studying classroom communication based on the theories and methods of conversation analysis. This article provides an overview of classroom teaching research on the direction of conversation analysis from two aspects: classroom interaction research and classroom learning research, including the main topics and their achievements. In the research of classroom interaction activities, researchers delve into the characteristics of classroom interaction activities from three aspects: turn taking, sequence structure, and conversation recovery. Early studies focused more on teacher led classroom activities, describing the dominant position of teachers in turn allocation; Recent research has begun to focus on the forms of turn taking in other types of classroom activities or teacher led classroom activities. In terms of the sequence structure of classroom teaching activities, classroom research on the direction of conversation analysis has shown its advantages in micro analysis, providing a detailed and in-depth description of the specific implementation process of IRE in classroom teaching, and accurately describing the role of subsequent turns. Correcting students' mistakes is an important part of classroom teaching, and classroom research on the direction of conversation analysis shows that it is inappropriate to make a simple comparison between remedial or corrective actions in classroom teaching and remedial actions in daily conversations. Remedial behavior in the classroom is closely related to the IRE sequence, and research has also found that remedial behavior in the classroom is closely related to the classroom teaching environment and specific teaching objectives at different stages of classroom teaching. In addition, the acquisition of conversational analysis directions enriches and supplements existing research on second language acquisition in many aspects. Its biggest advantage lies in using real language materials to reveal whether, when, how, and why learners' understanding and learning have occurred. Meanwhile, due to the fact that conversation analysis oriented acquisition studies view learning as a social communication activity, it breaks through the limitations of most SLA studies regarding learning as an individual cognitive activity. We believe that the emphasis on authentic corpus and the perspective of the interlocutor in conversation analysis provides useful reference for classroom research on Chinese as a second language.
{"title":"会话分析路向的课堂研究","authors":"运同 刘","doi":"10.1515/caslar-2018-0012","DOIUrl":"https://doi.org/10.1515/caslar-2018-0012","url":null,"abstract":"提要： 会话分析（Conversation Analysis）的研究对象是人们的交际活动，包括日常的会话和机构性交谈。课堂教学是机构性交谈的一种，因此从会话分析创立之初，就有研究者按照会话分析的理论和方法来对课堂交流进行研究。本文从课堂交互研究和课堂学习研究两个方面概述了会话分析路向的课堂教学研究，包括主要的课题及其成果。在课堂交互活动研究方面，研究者从话轮转换、序列结构、会话补救三个方面深入挖掘课堂交互活动的特点。早期的一些研究较多关注于教师主导的课堂活动，描述教师在话轮分配上的主导地位；新近的研究开始关注其他类型的课堂活动或教师主导的课堂中其他类型的活动中的话轮替换形式。在课堂教学活动序列结构方面，会话分析路向的课堂研究显示了它微观分析的优势，细致而深入地描述 IRE 在课堂教学中的具体实现过程，准确地描写了后续话轮的作用。纠正学生的错误是课堂教学中的重要一环，会话分析路向的课堂研究表明，把课堂教学中的补救或纠错与日常会话的补救做简单的对比是不恰当的。课堂的补救行为跟 IRE 序列有密切的关联，并且研究还发现课堂上的补救行为与课堂教学环境有很大关联，跟课堂教学中不同阶段的特定教学目标密切相关。此外，会话分析路向的习得研究在很多方面丰富和补充了已有的第二语言习得研究。它最大的优势在于利用真实的语料来揭示学习者的理解和学习是否、何时、怎样、为什么产生。同时由于会话分析导向的习得研究把学习看作是一种社会交流活动，突破了大多数 SLA 研究把学习当作是个体认知活动的局限。我们认为，会话分析注重真实语料以及交互者视角的特点给汉语作为第二语言的课堂研究提供了有益的借鉴。","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"7 1","pages":"309 - 336"},"PeriodicalIF":0.0,"publicationDate":"2018-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2018-0012","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42073024","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 : 2018-10-09DOI: 10.1515/caslar-2018-0008
Yufen Chang
Abstract In L2 Chinese vocabulary instruction, the most conventional method of teaching is to present the new character, its English translation, and pinyin as a pronunciation guide to the segmental and tonal information. In this study focusing on tone formats and the presence of a phonetic radical, we investigated how these two aspects could impact tone acquisition. In the experiment, L2 Chinese participants of three proficiency levels learned 24 unfamiliar words, passed a criterion test with 90 % correctness, and completed a tone perception and production task. The results showed that the learners perceived and produced tones significantly better when characters were shown with tone diacritics and when the phonetic radical was reliable. The presence of pinyin with tone number did not facilitate tone acquisition more than the condition where pinyin was unavailable. The learners’ proficiency levels, only affecting the number of learning sessions required to pass the criterion test, did not correlate with their tone performance.
{"title":"How pinyin tone formats and character orthography influence Chinese learners’ tone acquisition","authors":"Yufen Chang","doi":"10.1515/caslar-2018-0008","DOIUrl":"https://doi.org/10.1515/caslar-2018-0008","url":null,"abstract":"Abstract In L2 Chinese vocabulary instruction, the most conventional method of teaching is to present the new character, its English translation, and pinyin as a pronunciation guide to the segmental and tonal information. In this study focusing on tone formats and the presence of a phonetic radical, we investigated how these two aspects could impact tone acquisition. In the experiment, L2 Chinese participants of three proficiency levels learned 24 unfamiliar words, passed a criterion test with 90 % correctness, and completed a tone perception and production task. The results showed that the learners perceived and produced tones significantly better when characters were shown with tone diacritics and when the phonetic radical was reliable. The presence of pinyin with tone number did not facilitate tone acquisition more than the condition where pinyin was unavailable. The learners’ proficiency levels, only affecting the number of learning sessions required to pass the criterion test, did not correlate with their tone performance.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"7 1","pages":"195 - 219"},"PeriodicalIF":0.0,"publicationDate":"2018-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2018-0008","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44983495","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 : 2018-10-09DOI: 10.1515/caslar-2018-0009
Li Yang, Zenan Zhao
Abstract This exploratory study examined the writings of a small group of learners enrolled in intermediate CFL classes at two U.S. universities and attempted to profile these learners’ writing development over five months. It collected data through both in-class timed essays and out-of-class writing assignments and analyzed them in terms of overall rating and a variety of writing measures (i.e., fluency, accuracy, complexity, content, and organization). The results showed negligible improvement in these learners’ overall writing proficiency at the end of the observation period and revealed a non-linear trend of development of their writing competence over time. In addition, the analysis of the learners’ writing profile as well as the errors committed in their writings provided new insights into the promotion of L2 writing skills in CFL classrooms.
{"title":"Profiling L2 writing development: The case of CFL learners in intermediate classes","authors":"Li Yang, Zenan Zhao","doi":"10.1515/caslar-2018-0009","DOIUrl":"https://doi.org/10.1515/caslar-2018-0009","url":null,"abstract":"Abstract This exploratory study examined the writings of a small group of learners enrolled in intermediate CFL classes at two U.S. universities and attempted to profile these learners’ writing development over five months. It collected data through both in-class timed essays and out-of-class writing assignments and analyzed them in terms of overall rating and a variety of writing measures (i.e., fluency, accuracy, complexity, content, and organization). The results showed negligible improvement in these learners’ overall writing proficiency at the end of the observation period and revealed a non-linear trend of development of their writing competence over time. In addition, the analysis of the learners’ writing profile as well as the errors committed in their writings provided new insights into the promotion of L2 writing skills in CFL classrooms.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"7 1","pages":"221 - 247"},"PeriodicalIF":0.0,"publicationDate":"2018-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2018-0009","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48608288","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 : 2018-10-09DOI: 10.1515/caslar-2018-0010
Liulin Zhang
Abstract Drawing upon the frequency effect and the noticing hypothesis in language acquisition, input flood treatment was introduced to second language instruction involving artificially increased incidence of the target items in the audio or visual texts that learners are exposed to, with the expectation that this artificial increase will aid learners in noticing and then acquiring the form. Targeting at Chinese notional passive construction (NPC), the present study employs pre-post testing to assess the effect of input flood, and employs think-aloud protocol (including source attributions) analysis during the posttest to detect participants’ awareness of the linguistic knowledge underlying their choices. Results from experiment 1 show that in comparison with the marked 被bèi construction (BEIC), NPC is extremely difficult to be noticed in incidental exposure, rendering the input flood treatment helpless in participants’ acquisition of NPC. However, it is found in experiment 2 that the effect of input flood can be elicited with a little amount of explicit instruction, which is indicative of an indispensable role of explicit instruction in teaching non-salient language forms. Besides, the linguistic knowledge demonstrated by participants regarding the selectional constraints between NPC and BEIC is primarily unconscious and is inherent among intermediate and advanced Chinese learners.
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{"title":"汉语并列关系定语统计分析","authors":"肖 奚强, 高 则云","doi":"10.1515/caslar-2018-0011","DOIUrl":"https://doi.org/10.1515/caslar-2018-0011","url":null,"abstract":"提要： 并列关系定语是多项定语中特殊的一类，可以是词并列、短语并列以及词和短语混合并列。并列关系定语的各并列项之间可以是无标记的，也可以通过标点、连词、副词、连词副词同现以及多项连接方式共现等方式进行并列。定语标记词 “的” 的隐现与各并列项的性质、并列关系定语的语义等有密切的联系，总体上倾向于使用 “的” ，进行强调时会在每一个并列项后都使用 “的”。并列关系定语的排序原则比较多样，总体使用倾向为：逻辑关系原则＞显著性原则＞重要性原则＞形式原则＞约定俗成原则＞时间先后原则＞熟悉程度原则＞对应原则＞文化原则＞立足点原则、语序自由＞多项原则＞空间原则。语义重心在后占有一定优势。","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"7 1","pages":"277 - 307"},"PeriodicalIF":0.0,"publicationDate":"2018-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2018-0011","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44848148","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 : 2018-09-28DOI: 10.1515/caslar-2018-frontmatter2
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