Pub Date : 2018-04-25DOI: 10.1515/CASLAR-2018-0003
Meng Yeh
Abstract This teaching unit aims to develop beginning students’ interactional competence in using linguistic resources to show one’s active listenership in conversation. The unit uses naturally occurring conversation as teaching materials and guides students to examine the interactional practices between interlocutors. The activities developed in this unit lead students to notice recipients’ responses toward prior talks, to analyze the actions achieved by verbal responses, and to apply the interactional resources and knowledge when conversing with L1 speakers. The unit was designed based on the research findings of interactional competence (IC) and Conversation Analysis (CA).
{"title":"Active listenership: Developing beginners’ interactional competence","authors":"Meng Yeh","doi":"10.1515/CASLAR-2018-0003","DOIUrl":"https://doi.org/10.1515/CASLAR-2018-0003","url":null,"abstract":"Abstract This teaching unit aims to develop beginning students’ interactional competence in using linguistic resources to show one’s active listenership in conversation. The unit uses naturally occurring conversation as teaching materials and guides students to examine the interactional practices between interlocutors. The activities developed in this unit lead students to notice recipients’ responses toward prior talks, to analyze the actions achieved by verbal responses, and to apply the interactional resources and knowledge when conversing with L1 speakers. The unit was designed based on the research findings of interactional competence (IC) and Conversation Analysis (CA).","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"7 1","pages":"47 - 77"},"PeriodicalIF":0.0,"publicationDate":"2018-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/CASLAR-2018-0003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47452287","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 : 2018-04-25DOI: 10.1515/CASLAR-2018-0004
Liangyu Fu
Abstract A doctor’s ability to communicate with patients to ensure high-quality health care and the limited spoken materials available to teach this ability in a Chinese for Medical Purpose class call for teaching pedagogies that include authentic doctor-patient conversations to allow the access to the type of language data that properly define language use in medical professional settings. This paper introduces a teaching lesson for a Chinese for Medical Purpose course in which students are provided with a real doctor-patient conversation and guided to explore the doctor’s various ways of displaying recipiency of information from the patient as well as the socio-cultural meanings behind them. Six in-class and out-of-class activities are described in detail which include reflection on English recipient styles, comparison and analysis of Chinese and English spoken data, discussion on the social-cultural meanings and application of the learned recipient styles in oral practice. Issues and recommendations of designing and implementing the lesson plan as well as the outcomes of the lesson are discussed.
{"title":"Displaying recipiency in doctor-patient conversations","authors":"Liangyu Fu","doi":"10.1515/CASLAR-2018-0004","DOIUrl":"https://doi.org/10.1515/CASLAR-2018-0004","url":null,"abstract":"Abstract A doctor’s ability to communicate with patients to ensure high-quality health care and the limited spoken materials available to teach this ability in a Chinese for Medical Purpose class call for teaching pedagogies that include authentic doctor-patient conversations to allow the access to the type of language data that properly define language use in medical professional settings. This paper introduces a teaching lesson for a Chinese for Medical Purpose course in which students are provided with a real doctor-patient conversation and guided to explore the doctor’s various ways of displaying recipiency of information from the patient as well as the socio-cultural meanings behind them. Six in-class and out-of-class activities are described in detail which include reflection on English recipient styles, comparison and analysis of Chinese and English spoken data, discussion on the social-cultural meanings and application of the learned recipient styles in oral practice. Issues and recommendations of designing and implementing the lesson plan as well as the outcomes of the lesson are discussed.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"7 1","pages":"79 - 110"},"PeriodicalIF":0.0,"publicationDate":"2018-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/CASLAR-2018-0004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45209569","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}
The sentence 'shi... de' is a common grammar format in elementary Chinese language teaching. The semantic and pragmatic functions of this sentence structure are relatively abstract, and there are often situations of "available or not" in syntax, which is one of the difficulties in Chinese language acquisition. This article demonstrates how to use real language materials to teach beginner Chinese, especially grammar, through the teaching design of "yes..." sentences based on film and television conversations. This article focuses on the most typical confident construction of the sentence "yes..." as a teaching focus, demonstrating how to transform real language materials containing target grammatical formats into teaching materials, classroom activity design, and testing materials for the primary stage. This article indicates that in the initial stage, real language materials can be used to teach second language difficult grammar.
{"title":"基于真实语料的 “是…的” 构式初级汉语教学设计","authors":"Danjie Su, Hong Tao","doi":"10.1515/CASLAR-2018-0005","DOIUrl":"https://doi.org/10.1515/CASLAR-2018-0005","url":null,"abstract":"提要 “是…的” 句是初级汉语教学常见语法格式。该句式语义语用功能较抽象，句法上也常有 “可用可不用” 的情况，是汉语习得难点之一。本文通过基于影视会话的 “是…的” 句教学设计，例示如何使用真实语料教初级汉语，尤其是语法。本文将 “是…的” 句最典型的表确信的构式作为教学重点，展示如何将含有目标语法格式的真实语料转化为面向初级阶段的教学材料、课堂活动设计和测试材料。本文表明，初级阶段可使用真实语料来教二语难点语法。","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"7 1","pages":"111 - 140"},"PeriodicalIF":0.0,"publicationDate":"2018-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/CASLAR-2018-0005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48462971","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 : 2018-04-25DOI: 10.1515/CASLAR-2018-0001
H. Tao, M. Salaberry, Meng Yeh, A. R. Burch
Abstract This journal issue contains a number of papers/teaching units that are dedicated to the review and analysis of some ways in which authentic language materials can be used for the teaching and learning of Mandarin Chinese from the beginning to advanced levels. We first describe the rationale for the expanded use of authentic language data in classroom instruction, and then we present four exploratory units to showcase some of the effective classroom teaching procedures that are useful to make learners aware of (and eventually use) important features of language interaction in Chinese. The units use two types of authentic materials: natural conversations and entertainment media (TV and movies). Some of the materials, due to the nature of the communicative settings associated with them, raise important theoretical questions about norms and expectations of (intercultural) communication and goals of language learning. This introduction provides a brief review of the theoretical foundations of the sample units and an overview of the units presented here.
{"title":"Using authentic spoken language across all levels of language teaching: Developing discourse and interactional competence","authors":"H. Tao, M. Salaberry, Meng Yeh, A. R. Burch","doi":"10.1515/CASLAR-2018-0001","DOIUrl":"https://doi.org/10.1515/CASLAR-2018-0001","url":null,"abstract":"Abstract This journal issue contains a number of papers/teaching units that are dedicated to the review and analysis of some ways in which authentic language materials can be used for the teaching and learning of Mandarin Chinese from the beginning to advanced levels. We first describe the rationale for the expanded use of authentic language data in classroom instruction, and then we present four exploratory units to showcase some of the effective classroom teaching procedures that are useful to make learners aware of (and eventually use) important features of language interaction in Chinese. The units use two types of authentic materials: natural conversations and entertainment media (TV and movies). Some of the materials, due to the nature of the communicative settings associated with them, raise important theoretical questions about norms and expectations of (intercultural) communication and goals of language learning. This introduction provides a brief review of the theoretical foundations of the sample units and an overview of the units presented here.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"7 1","pages":"1 - 13"},"PeriodicalIF":0.0,"publicationDate":"2018-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/CASLAR-2018-0001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44685206","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 : 2018-04-25DOI: 10.1515/CASLAR-2018-0002
Danjie Su, H. Tao
Abstract The Mandarin utterance-final particle le is among the most difficult and elusive grammatical features that learners of Chinese often encounter, owing to its rich interactional pragmatic functions and the lack of a counterpart in many first languages. In this article, we use media clips to illustrate a beginning-level language teaching unit for this feature. We show that authentic materials can be used to address pedagogical issues with some of the most difficult grammatical phenomena in Chinese and that this can be accomplished via material design, classroom activities, and assessment methods – all at the beginning level. (All relevant video clips used in this article can be found from this website: http://clicresearch.rice.edu/caslar-authentic-spoken-language/#le)
{"title":"Teaching the Mandarin utterance-final particle le through authentic materials","authors":"Danjie Su, H. Tao","doi":"10.1515/CASLAR-2018-0002","DOIUrl":"https://doi.org/10.1515/CASLAR-2018-0002","url":null,"abstract":"Abstract The Mandarin utterance-final particle le is among the most difficult and elusive grammatical features that learners of Chinese often encounter, owing to its rich interactional pragmatic functions and the lack of a counterpart in many first languages. In this article, we use media clips to illustrate a beginning-level language teaching unit for this feature. We show that authentic materials can be used to address pedagogical issues with some of the most difficult grammatical phenomena in Chinese and that this can be accomplished via material design, classroom activities, and assessment methods – all at the beginning level. (All relevant video clips used in this article can be found from this website: http://clicresearch.rice.edu/caslar-authentic-spoken-language/#le)","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"7 1","pages":"15 - 45"},"PeriodicalIF":0.0,"publicationDate":"2018-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/CASLAR-2018-0002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43558009","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 : 2017-10-26DOI: 10.1515/caslar-2017-0011
Chunsheng Yang, H. Luo
Abstract This study examines the acquisition of Mandarin dative constructions by second language (L2) and heritage learners of Mandarin Chinese. Three groups of speakers (L2, heritage, and native, 20 in each group) participated in this study by completing a questionnaire consisting of sentence translation and grammaticality judgment tasks on Mandarin dative constructions. In both tasks, native speakers outperformed the heritage learners, who in turn outperformed the L2 learners. The variance of performance in the two tasks across groups can be attributed to several factors, including linguistic universal, first language (L1) transfer, and individual difference. This study shows that L2 acquisition is a complex system and no single factor can fully explain or predict L2 learning outcomes. The findings of this study also have important pedagogical implications for L2 Chinese teaching.
{"title":"The acquisition of Mandarin dative constructions by L2 and heritage learners","authors":"Chunsheng Yang, H. Luo","doi":"10.1515/caslar-2017-0011","DOIUrl":"https://doi.org/10.1515/caslar-2017-0011","url":null,"abstract":"Abstract This study examines the acquisition of Mandarin dative constructions by second language (L2) and heritage learners of Mandarin Chinese. Three groups of speakers (L2, heritage, and native, 20 in each group) participated in this study by completing a questionnaire consisting of sentence translation and grammaticality judgment tasks on Mandarin dative constructions. In both tasks, native speakers outperformed the heritage learners, who in turn outperformed the L2 learners. The variance of performance in the two tasks across groups can be attributed to several factors, including linguistic universal, first language (L1) transfer, and individual difference. This study shows that L2 acquisition is a complex system and no single factor can fully explain or predict L2 learning outcomes. The findings of this study also have important pedagogical implications for L2 Chinese teaching.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"6 1","pages":"251 - 275"},"PeriodicalIF":0.0,"publicationDate":"2017-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2017-0011","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47897792","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 : 2017-10-26DOI: 10.1515/caslar-2017-0010
Yan Jiang
Abstract Auditory perception is generally used by raters who are asked to evaluate the accuracy of tone production by non-native speakers (hereafter NNSs) who are learning Mandarin Chinese. However, its validity needs to be examined as the native speaking (hereafter NS) listeners’ lexical knowledge (i.e., knowing the possible combination of syllables and tones) may affect their judgments in different listening contexts. This lexical effect has been reported at the segmental level in non-tonal languages (McClelland et al. 2006; Norris et al. 2000). The present study extends to the suprasegmental dimension and compares NS listeners’ judgment on NNSs’ tonal performance of high frequency disyllabic word covering Mandarin disyllabic tonal combination in three lexical contexts, namely (1) hearing pairs of humming tones (syllables removed via Praat); (2) hearing disyllabic words (syllables + tones); (3) hearing disyllabic words + seeing target pinyin orthography. Statistical analyses revealed a significant effect of lexical contexts on the perceived tone accuracy, which increased when auditory and visual lexical cues were available, as in Conditions 2 and 3. Acoustic analyses further revealed the nature of the two lexical effects. Hearing words had a positive effect on the precision of the NSs’ tonal perception compared to hearing tones only. However, the visual presence of pinyin misled NSs to compensate for learners’ tone production deficiencies. The findings have implications for future research involving the rating of tones using auditory approach and also shed light on the teaching of Mandarin tones to NNSs.
听觉感知通常被要求评价学习普通话的非母语人士(以下简称NNSs)的声调准确性。然而，它的有效性需要检验，因为母语听众的词汇知识(即知道音节和音调的可能组合)可能会影响他们在不同的听力语境中的判断。这种词汇效应已经在非声调语言的分词层面得到了报道(McClelland et al. 2006;Norris et al. 2000)。本研究扩展到超音段维度，比较了三种词汇语境下，即(1)听到对哼音(通过Praat删除的音节)的听力听者对涵盖普通话双音节音调组合的高频双音节词的音调表现的判断;(2)听双音词(音节+音调);(3)听双音词+看目标拼音正字法。统计分析显示，词汇语境对声调准确性有显著影响，在条件2和条件3中，当有听觉和视觉词汇提示时，声调准确性有所提高。声学分析进一步揭示了这两种词汇效应的本质。与只听音调相比，听到单词对NSs音调感知的准确性有积极的影响。然而，拼音的视觉存在误导了NSs来弥补学习者的声调产生缺陷。这一发现对未来使用听觉方法对音调进行评级的研究具有启示意义，也为向神经网络教师教授普通话音调提供了启示。
{"title":"Examining the auditory approach: Lexical effects in the perceptual judgment of Chinese L2 tone production","authors":"Yan Jiang","doi":"10.1515/caslar-2017-0010","DOIUrl":"https://doi.org/10.1515/caslar-2017-0010","url":null,"abstract":"Abstract Auditory perception is generally used by raters who are asked to evaluate the accuracy of tone production by non-native speakers (hereafter NNSs) who are learning Mandarin Chinese. However, its validity needs to be examined as the native speaking (hereafter NS) listeners’ lexical knowledge (i.e., knowing the possible combination of syllables and tones) may affect their judgments in different listening contexts. This lexical effect has been reported at the segmental level in non-tonal languages (McClelland et al. 2006; Norris et al. 2000). The present study extends to the suprasegmental dimension and compares NS listeners’ judgment on NNSs’ tonal performance of high frequency disyllabic word covering Mandarin disyllabic tonal combination in three lexical contexts, namely (1) hearing pairs of humming tones (syllables removed via Praat); (2) hearing disyllabic words (syllables + tones); (3) hearing disyllabic words + seeing target pinyin orthography. Statistical analyses revealed a significant effect of lexical contexts on the perceived tone accuracy, which increased when auditory and visual lexical cues were available, as in Conditions 2 and 3. Acoustic analyses further revealed the nature of the two lexical effects. Hearing words had a positive effect on the precision of the NSs’ tonal perception compared to hearing tones only. However, the visual presence of pinyin misled NSs to compensate for learners’ tone production deficiencies. The findings have implications for future research involving the rating of tones using auditory approach and also shed light on the teaching of Mandarin tones to NNSs.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"6 1","pages":"225 - 250"},"PeriodicalIF":0.0,"publicationDate":"2017-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2017-0010","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48379837","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 : 2017-10-26DOI: 10.1515/caslar-2017-0009
Guangyan Chen
Abstract Second language learners often make errors when they use their target language for communication. People perceive some of these errors as humorous. Many factors influence these perceptions. The purpose of this study is to investigate how these factors affect people’s perceptions when they read CSL (Chinese as a second language) learners’ humorous errors. The factors mainly refer to error stimuli and readers’ backgrounds. The researcher collected 25 error stimuli from two popular and often-cited online articles. 57 participants responded to these errors and rated them in the following three categories: Very Funny, Somewhat Funny, and Not Funny. These participants included 51 Native Speakers (NSs) of Chinese and six Non-Native Speakers (NNSs). The NSs consisted of 28 females and 23 males. Out of the participants, 17 were Chinese teachers and 40 were non-teachers. The results indicate that teachers perceived these texts as less funny than non-teachers; No significant gender difference was found; NNSs seemed to perceive these error stimuli as less funny than NSs, however, readers should be cautious in interpreting this result because of the limited number of NNSs. In addition, this study compared the humorous texts that were perceived as the funniest and the ones perceived as the least funny. The results demonstrate that an error-evoked “Very Funny” joke text had two overlapping and opposing scripts. The more overlapping and opposing the two scripts within a joke text were, the more humorous enjoyment a reader experienced. These findings improve our understanding of the interrelationship of language and humor that has been neglected in CSL, Chinese linguistics, and humor literature.
{"title":"Investigating the degree of humorous enjoyment in reading Chinese language errors","authors":"Guangyan Chen","doi":"10.1515/caslar-2017-0009","DOIUrl":"https://doi.org/10.1515/caslar-2017-0009","url":null,"abstract":"Abstract Second language learners often make errors when they use their target language for communication. People perceive some of these errors as humorous. Many factors influence these perceptions. The purpose of this study is to investigate how these factors affect people’s perceptions when they read CSL (Chinese as a second language) learners’ humorous errors. The factors mainly refer to error stimuli and readers’ backgrounds. The researcher collected 25 error stimuli from two popular and often-cited online articles. 57 participants responded to these errors and rated them in the following three categories: Very Funny, Somewhat Funny, and Not Funny. These participants included 51 Native Speakers (NSs) of Chinese and six Non-Native Speakers (NNSs). The NSs consisted of 28 females and 23 males. Out of the participants, 17 were Chinese teachers and 40 were non-teachers. The results indicate that teachers perceived these texts as less funny than non-teachers; No significant gender difference was found; NNSs seemed to perceive these error stimuli as less funny than NSs, however, readers should be cautious in interpreting this result because of the limited number of NNSs. In addition, this study compared the humorous texts that were perceived as the funniest and the ones perceived as the least funny. The results demonstrate that an error-evoked “Very Funny” joke text had two overlapping and opposing scripts. The more overlapping and opposing the two scripts within a joke text were, the more humorous enjoyment a reader experienced. These findings improve our understanding of the interrelationship of language and humor that has been neglected in CSL, Chinese linguistics, and humor literature.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"6 1","pages":"203 - 223"},"PeriodicalIF":0.0,"publicationDate":"2017-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2017-0009","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48124125","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 : 2017-06-27DOI: 10.1515/caslar-2017-0003
Feng Xiao
Abstract This study investigated changes in the use of mitigation and face negotiation in interaction in two advanced-level Chinese learners over eight weeks in China. Data included video-recordings of semi-structured interviews between the learners and a Chinese native speaker as well as their stimulated recalls with the recorded interviews. Sequential analysis of their use of mitigation showed that, at the beginning of their study abroad (SA), the learners used the dànshì /kěshì (‘but’) clause but did not use the four mitigation forms identified as common sentential mitigation devices in Chinese corpora (reduplication of verbs, verb+yīxià, the sentence final particle ba, and a/ya). Eight weeks later, they started using the sentence final particle ba, but not the other three common sentential mitigation forms. At the discourse level, they used single pre- and post-expansions at the beginning of SA; eight weeks later, they started using multiple pre- and post-expansions. The stimulated recall data revealed that the learners’ use of mitigation in both the pre- and post-interviews was based on their face (i.e., pubic self-image) consideration in interaction.
{"title":"Development in the use of Chinese mitigation in interaction","authors":"Feng Xiao","doi":"10.1515/caslar-2017-0003","DOIUrl":"https://doi.org/10.1515/caslar-2017-0003","url":null,"abstract":"Abstract This study investigated changes in the use of mitigation and face negotiation in interaction in two advanced-level Chinese learners over eight weeks in China. Data included video-recordings of semi-structured interviews between the learners and a Chinese native speaker as well as their stimulated recalls with the recorded interviews. Sequential analysis of their use of mitigation showed that, at the beginning of their study abroad (SA), the learners used the dànshì /kěshì (‘but’) clause but did not use the four mitigation forms identified as common sentential mitigation devices in Chinese corpora (reduplication of verbs, verb+yīxià, the sentence final particle ba, and a/ya). Eight weeks later, they started using the sentence final particle ba, but not the other three common sentential mitigation forms. At the discourse level, they used single pre- and post-expansions at the beginning of SA; eight weeks later, they started using multiple pre- and post-expansions. The stimulated recall data revealed that the learners’ use of mitigation in both the pre- and post-interviews was based on their face (i.e., pubic self-image) consideration in interaction.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"6 1","pages":"39 - 71"},"PeriodicalIF":0.0,"publicationDate":"2017-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2017-0003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44775828","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：