Research on peer interaction patterns over the past three decades has provided insights regarding how relationships formed among peers can influence task performance. Six pairs of intermediate Chinese learners participating in a collaborative writing task were recruited, and their pair-interaction patterns were investigated for detailed evidence of how such patterns were constructed through their co-participation measured by two indices proposed by Storch (2002a), equality and mutuality. Furthermore, taking a Conversation Analytical (CA) perspective, this study also examined the fine-grained detail of several interactional practices displaying participants’ orientation to the peer relationship. This revealed that each pair displayed a distinctive interaction pattern that was constructed through diverse participatory practices which are contingent upon the ongoing interaction as it unfolds. The findings shed new light into analyzing pair interactions in collaborative writing from a CA perspective in CFL settings and have important implications for studying interaction patterns and implementing collaborative writing tasks.
{"title":"Peer-interaction patterns in a Chinese as a foreign language pair writing task","authors":"Mengying Zhai","doi":"10.1075/csl.19008.zha","DOIUrl":"https://doi.org/10.1075/csl.19008.zha","url":null,"abstract":"\u0000 Research on peer interaction patterns over the past three decades has provided insights regarding how\u0000 relationships formed among peers can influence task performance. Six pairs of intermediate Chinese learners participating in a\u0000 collaborative writing task were recruited, and their pair-interaction patterns were investigated for detailed evidence of how such\u0000 patterns were constructed through their co-participation measured by two indices proposed by Storch (2002a), equality and mutuality. Furthermore, taking a Conversation Analytical (CA) perspective, this study\u0000 also examined the fine-grained detail of several interactional practices displaying participants’ orientation to the peer\u0000 relationship. This revealed that each pair displayed a distinctive interaction pattern that was constructed through diverse\u0000 participatory practices which are contingent upon the ongoing interaction as it unfolds. The findings shed new light into\u0000 analyzing pair interactions in collaborative writing from a CA perspective in CFL settings and have important implications for\u0000 studying interaction patterns and implementing collaborative writing tasks.","PeriodicalId":429518,"journal":{"name":"Journal of the Chinese Language Teachers Association","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128159536","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}
Chinese compounds consist of two to four characters but function as single word. If the compounds are semantically opaque and contain unfamiliar characters, learners will resort to learning them individually by rote. However, given the large number of Chinese compounds, rote learning can place an excessive burden on memory. To facilitate L2 learning of opaque Chinese compounds, the present study proposes a method called elaborative encoding. In this study, L2 learners were given a booklet with 26 two-character opaque compounds. With elaborative encoding, participants learned the English meanings of the compounds through short metaphorical explanations. With rote memorization, participants learned the compounds’ English meanings without any explanation. To test the effects of elaborative encoding, a Chinese-to-English translation task was conducted immediately after training, five days later, and 14 days later. The results showed elaborative encoding was superior to rote memorization in retaining the meanings of the opaque compounds.
{"title":"L2 learning of opaque Chinese compounds through elaborative encoding","authors":"Zhe Gao","doi":"10.1075/CSL.20001.GAO","DOIUrl":"https://doi.org/10.1075/CSL.20001.GAO","url":null,"abstract":"\u0000 Chinese compounds consist of two to four characters but function as single word. If the compounds are semantically opaque\u0000 and contain unfamiliar characters, learners will resort to learning them individually by rote. However, given the large number of Chinese\u0000 compounds, rote learning can place an excessive burden on memory. To facilitate L2 learning of opaque Chinese compounds, the present study\u0000 proposes a method called elaborative encoding. In this study, L2 learners were given a booklet with 26 two-character opaque compounds. With\u0000 elaborative encoding, participants learned the English meanings of the compounds through short metaphorical explanations. With rote\u0000 memorization, participants learned the compounds’ English meanings without any explanation. To test the effects of elaborative encoding, a\u0000 Chinese-to-English translation task was conducted immediately after training, five days later, and 14 days later. The results showed\u0000 elaborative encoding was superior to rote memorization in retaining the meanings of the opaque compounds.","PeriodicalId":429518,"journal":{"name":"Journal of the Chinese Language Teachers Association","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127767617","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}
Abstract Vocabulary plays a crucial role in foreign language learning, and vocabulary mastery proves to be challenging at different competence levels. Compared to other areas of research into Chinese as a foreign language, vocabulary acquisition and vocabulary teaching have rarely been investigated. The aim of this study is to investigate the relationship between vocabulary learning strategies and vocabulary size and to verify whether vocabulary size is positively correlated to proficiency level. A total of 95 Italian undergraduate Chinese learners, from elementary to intermediate levels, participated in this study. The participants were first given a vocabulary learning questionnaire and then a vocabulary size test. Statistical and qualitative analyses of the data revealed two trends: a poor variety of vocabulary learning strategies and a positive correlation between vocabulary size and proficiency level.
{"title":"How and how much?","authors":"Chiara Romagnoli, S. Conti","doi":"10.1075/csl.18006.rom","DOIUrl":"https://doi.org/10.1075/csl.18006.rom","url":null,"abstract":"Abstract Vocabulary plays a crucial role in foreign language learning, and vocabulary mastery proves to be challenging at different competence levels. Compared to other areas of research into Chinese as a foreign language, vocabulary acquisition and vocabulary teaching have rarely been investigated. The aim of this study is to investigate the relationship between vocabulary learning strategies and vocabulary size and to verify whether vocabulary size is positively correlated to proficiency level. A total of 95 Italian undergraduate Chinese learners, from elementary to intermediate levels, participated in this study. The participants were first given a vocabulary learning questionnaire and then a vocabulary size test. Statistical and qualitative analyses of the data revealed two trends: a poor variety of vocabulary learning strategies and a positive correlation between vocabulary size and proficiency level.","PeriodicalId":429518,"journal":{"name":"Journal of the Chinese Language Teachers Association","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129290667","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}
Abstract This study examines learners’ perceptions of an approach for improving Chinese-as-a-Foreign-Language learners’ language proficiency, especially their speaking ability. Built upon the Distributed Design Model, a wiki-enhanced, Task-Based Language Teaching (TBLT) approach was designed at the syllabus level, taking into consideration various learning contexts. The approach was implemented and evaluated. Findings show that the overall design of this approach and most of the different components of the pre-task, core-task (interviews with native speakers, wiki-writing, and in-class presentations), and post-task activities were very positively perceived by the students. All students liked this design and enjoyed the class. The main reasons include (1) Students valued the opportunity to interact with native speakers outside the classroom; (2) The in-class presentations gave them an opportunity to express their personalities; (3) They liked the fact that the wiki-essay writing was connected to the in-class presentation because this helped them prepare the content of their presentation, also enabled them to develop writing and speaking on a single topic so they could become more advanced in that topic; (4) They also liked the consistency in organization and the eight units being procedurally similar. The learners held varying views on a few components of the pre-task and post-task activities.
{"title":"Learners’ perceptions of a Wiki-enhanced TBLT approach designed and implemented at the syllabus level","authors":"Shenglan Zhang","doi":"10.1075/csl.17030.zha","DOIUrl":"https://doi.org/10.1075/csl.17030.zha","url":null,"abstract":"Abstract This study examines learners’ perceptions of an approach for improving Chinese-as-a-Foreign-Language learners’ language proficiency, especially their speaking ability. Built upon the Distributed Design Model, a wiki-enhanced, Task-Based Language Teaching (TBLT) approach was designed at the syllabus level, taking into consideration various learning contexts. The approach was implemented and evaluated. Findings show that the overall design of this approach and most of the different components of the pre-task, core-task (interviews with native speakers, wiki-writing, and in-class presentations), and post-task activities were very positively perceived by the students. All students liked this design and enjoyed the class. The main reasons include (1) Students valued the opportunity to interact with native speakers outside the classroom; (2) The in-class presentations gave them an opportunity to express their personalities; (3) They liked the fact that the wiki-essay writing was connected to the in-class presentation because this helped them prepare the content of their presentation, also enabled them to develop writing and speaking on a single topic so they could become more advanced in that topic; (4) They also liked the consistency in organization and the eight units being procedurally similar. The learners held varying views on a few components of the pre-task and post-task activities.","PeriodicalId":429518,"journal":{"name":"Journal of the Chinese Language Teachers Association","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122183683","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}
{"title":"An A to Z grammar for Chinese language learners, 當代中文語法點全集, by Shou-hsin Teng","authors":"Yu-Hui Lee","doi":"10.1075/csl.00010.lee","DOIUrl":"https://doi.org/10.1075/csl.00010.lee","url":null,"abstract":"","PeriodicalId":429518,"journal":{"name":"Journal of the Chinese Language Teachers Association","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115611042","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}
Abstract Online peer feedback is advocated but not sufficiently used or researched in language classrooms, especially in Chinese as a foreign language (CFL) context. There is not sufficient evidence on the relationship of peer feedback type and revision, and controversies remain regarding learners’ perceptions of peer feedback, especially in terms of its trustworthiness. This study examines the typology, uptake, and learner perceptions of online peer feedback in an advanced level CFL classroom. Participants’ first drafts, feedback, and revisions in four writing assignments were analyzed and interviews were conducted. Feedback was mostly given on vocabulary, grammar, and character. 70.9% of the corrective feedback led to successful revision, and direct change, suggestion, and clarification most frequently led to revision. Participants generally trusted peer feedback, while they were also autonomous in giving feedback and deciding on uptakes. Learners’ positive perceptions include the comprehensibility of peer feedback and a sense of supportive community.
{"title":"Online peer feedback in second language Chinese writing","authors":"Yi Xu, Lin Zhu","doi":"10.1075/csl.19012.zhu","DOIUrl":"https://doi.org/10.1075/csl.19012.zhu","url":null,"abstract":"Abstract Online peer feedback is advocated but not sufficiently used or researched in language classrooms, especially in Chinese as a foreign language (CFL) context. There is not sufficient evidence on the relationship of peer feedback type and revision, and controversies remain regarding learners’ perceptions of peer feedback, especially in terms of its trustworthiness. This study examines the typology, uptake, and learner perceptions of online peer feedback in an advanced level CFL classroom. Participants’ first drafts, feedback, and revisions in four writing assignments were analyzed and interviews were conducted. Feedback was mostly given on vocabulary, grammar, and character. 70.9% of the corrective feedback led to successful revision, and direct change, suggestion, and clarification most frequently led to revision. Participants generally trusted peer feedback, while they were also autonomous in giving feedback and deciding on uptakes. Learners’ positive perceptions include the comprehensibility of peer feedback and a sense of supportive community.","PeriodicalId":429518,"journal":{"name":"Journal of the Chinese Language Teachers Association","volume":"865 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122533124","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 reviews Teaching Chinese as a Second Language – The way of the learner 978-0-8153-8305-5
这篇文章回顾了作为第二语言的汉语教学——学习者的方式978-0-8153-8305-5
{"title":"Teaching Chinese as a Second Language – The way of the learner, by Jane Orton and Andrew Scrimgeour","authors":"C. Han","doi":"10.1075/csl.00009.han","DOIUrl":"https://doi.org/10.1075/csl.00009.han","url":null,"abstract":"This article reviews Teaching Chinese as a Second Language – The way of the learner 978-0-8153-8305-5","PeriodicalId":429518,"journal":{"name":"Journal of the Chinese Language Teachers Association","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125019181","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}
Abstract This paper reviews current literature on contributions of the study abroad context to second language (L2) Chinese pragmatics and discusses the future prospects of this rapidly growing research area. By synthesizing sixteen empirical studies on pragmatic competence in L2 Chinese in the study-abroad context, this paper answers one question: What impacts L2 Chinese pragmatic competence in the study abroad (SA) context? The findings show that the SA effect on L2 Chinese pragmatic development is mediated by seven factors including general proficiency, pre-program pragmatic competence, language exposure, intercultural competence, learner agency, linguistic affordance, and learner language and cultural background. Based on the research synthesis, this paper suggests future research directions regarding target pragmatic features, measurements, pragmatic competence in writing, and learner factors mediating study-abroad effect from a dynamic-system perspective.
{"title":"What impacts L2 Chinese pragmatic competence in the study abroad context?","authors":"Jun Lang","doi":"10.1075/csl.18001.lan","DOIUrl":"https://doi.org/10.1075/csl.18001.lan","url":null,"abstract":"Abstract This paper reviews current literature on contributions of the study abroad context to second language (L2) Chinese pragmatics and discusses the future prospects of this rapidly growing research area. By synthesizing sixteen empirical studies on pragmatic competence in L2 Chinese in the study-abroad context, this paper answers one question: What impacts L2 Chinese pragmatic competence in the study abroad (SA) context? The findings show that the SA effect on L2 Chinese pragmatic development is mediated by seven factors including general proficiency, pre-program pragmatic competence, language exposure, intercultural competence, learner agency, linguistic affordance, and learner language and cultural background. Based on the research synthesis, this paper suggests future research directions regarding target pragmatic features, measurements, pragmatic competence in writing, and learner factors mediating study-abroad effect from a dynamic-system perspective.","PeriodicalId":429518,"journal":{"name":"Journal of the Chinese Language Teachers Association","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115559017","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 reviews The grammar of Chinese characters: Productive knowledge of formal patterns in an orthographic system 978-1-138-29081-5
本文综述了《汉字语法:正字法系统中形式模式的生产性知识》98-1-13 8-29081-5
{"title":"The grammar of Chinese characters: Productive knowledge of formal patterns in an orthographic system,\u0000 by James Myers","authors":"J. Yin","doi":"10.1075/csl.00012.yin","DOIUrl":"https://doi.org/10.1075/csl.00012.yin","url":null,"abstract":"This article reviews The grammar of Chinese characters: Productive knowledge of formal patterns in an orthographic system 978-1-138-29081-5","PeriodicalId":429518,"journal":{"name":"Journal of the Chinese Language Teachers Association","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122821901","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}
{"title":"Review of Jin, Hong Gang, Lian Xue, Yusheng Yang & Lan Zhao Zhou (2016) The Routledge advanced language training course for K-16 non-native Chinese teachers","authors":"H. Luo","doi":"10.1075/CSL.52.3.07LUO","DOIUrl":"https://doi.org/10.1075/CSL.52.3.07LUO","url":null,"abstract":"","PeriodicalId":429518,"journal":{"name":"Journal of the Chinese Language Teachers Association","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130294550","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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