The influence of language contact and ethnic identification on Chinese as a second language learners’ oral proficiency

Abstract

Language contact is widely recognized as a factor that can have a significant impact on second language (L2) learners’ oral proficiency. However, the existing literature on this topic lacks consistency regarding the extent to which language contact can affect L2 oral outcomes. To address this issue, the present study investigates the role of ethnic identification as a mediating factor in the context of Chinese as a second language (CSL). By utilizing structural equation models (SEMs), this study reveals that: (1) language contact can directly affect Chinese oral proficiency, with interactive contact having a particular impact on oral fluency; (2) language contact indirectly affects CSL learners’ oral acquisition through ethnic identification, especially in terms of oral complexity and accuracy; and (3) language contact significantly influences ethnic identification. By constructing models that explore the relationships among language contact, ethnic identification, and Chinese oral proficiency, this study contributes to current theories of language contact in the L2 acquisition domain by highlighting the crucial role of ethnic identification.