Testing the Topic Hypothesis

IF 0.5 Q3 LINGUISTICS

Language and Sociocultural Theory Pub Date : 2021-02-24 DOI:10.1558/LST.37716

Xian Zhang

引用次数: 1

Abstract

The Topic Hypothesis (Pienemann, Di Biase, and Kawaguchi, 2005) predicts that L2 Chinese learners must go through three stages in the processing of L2 syntax (Stage 1: SVO; Stage 2: ADJ+SVO; Stage 3: OSV). The current study investigated whether properly organized instruction (Concept-based Instruction/Systemic Theoretical Instruction) could allow learners to process and produce two stages of grammar structures at the same time. Two beginning Chinese learners at Stage 1 received concept-based instruction that taught both OSV and ADJ+SVO structures in the same instructional session. Learners’ spontaneous speech indicate that both learners were capable to process and produce the two newly taught grammar structures after one instructional session. Post-test and delayed post-test show that both grammar structures were processable by the two learners. This study highlights the importance of instruction to shape cognitive development, which echoes Vygotsky’s (1986) notion that good instruction shall lead development.

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检验主题假设

主题假说（Pienemann，Di Biase，and Kawaguchi，2005）预测中国二语学习者在二语语法处理过程中必须经历三个阶段（第一阶段：SVO；第二阶段：ADJ+SVO；第三阶段：OSV）。本研究调查了组织得当的教学（基于概念的教学/系统理论教学）是否能让学习者同时处理和产生两个阶段的语法结构。第一阶段的两名初级汉语学习者接受了基于概念的教学，在同一教学环节中教授OSV和ADJ+SVO结构。学习者的自发言语表明，两个学习者都有能力在一次教学后处理和产生两种新教的语法结构。后测和延迟后测表明，两种语法结构都是可处理的。这项研究强调了教学对塑造认知发展的重要性，这与维果茨基（1986）的观点相呼应，即良好的教学应引导发展。

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来源期刊

Language and Sociocultural Theory LINGUISTICS-

CiteScore

1.30

自引率

20.00%

发文量

期刊介绍： Language and Sociocultural Theory is an international journal devoted to the study of language from the perspective of Vygotskian sociocultural theory. Articles appearing in the journal may draw upon research in the following fields of study: linguistics and applied linguistics, psychology and cognitive science, anthropology, cultural studies, and education. Particular emphasis is placed on applied research grounded on sociocultural theory where language is central to understanding cognition, communication, culture, learning and development. The journal especially focuses on research that explores the role of language in the theory itself, including inner and private speech, internalization, verbalization, gesticulation, cognition and conceptual development. Work that explores connections between sociocultural theory and meaning-based theories of language also fits the journal’s scope.