L2 acquisition of Mandarin zai and -le

Chinese as a Second Language Research Pub Date : 2016-05-01 DOI:10.1515/caslar-2016-0001

Xiner Tong, Yasuhiro Shirai

{"title":"L2 acquisition of Mandarin zai and -le","authors":"Xiner Tong, Yasuhiro Shirai","doi":"10.1515/caslar-2016-0001","DOIUrl":null,"url":null,"abstract":"Abstract Although the Aspect Hypothesis has been tested in many European languages, it has not been investigated extensively in Chinese. The present study tested the Aspect Hypothesis in relation to two predictions: the Association Prediction, which predicts that perfective aspect (in Chinese, –le) will be associated with telic verbs and progressive aspect (zai) with activity verbs, and the Developmental Prediction, which predicts that such associations will be stronger at early stages of development. The study employed a controlled experiment, which elicited learners’ judgments on perfective –le and progressive zai in obligatory, incorrect, and optional contexts. The results show that the Association Prediction is only partially supported and that the Developmental Prediction is not supported, in that higher-level learners associate lexical aspect more strongly with the grammatical aspect marker. The results are more consistent with the Default Past Tense Hypothesis (Salaberry 1999. The development of past tense verbal morphology in classroom L2 Spanish. Applied Linguistics 20. 151–178), which we propose to be extended to the Lexical Insensitivity Hypothesis.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"5 1","pages":"1 - 25"},"PeriodicalIF":0.0000,"publicationDate":"2016-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2016-0001","citationCount":"15","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Chinese as a Second Language Research","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1515/caslar-2016-0001","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}

引用次数: 15

Abstract

Abstract Although the Aspect Hypothesis has been tested in many European languages, it has not been investigated extensively in Chinese. The present study tested the Aspect Hypothesis in relation to two predictions: the Association Prediction, which predicts that perfective aspect (in Chinese, –le) will be associated with telic verbs and progressive aspect (zai) with activity verbs, and the Developmental Prediction, which predicts that such associations will be stronger at early stages of development. The study employed a controlled experiment, which elicited learners’ judgments on perfective –le and progressive zai in obligatory, incorrect, and optional contexts. The results show that the Association Prediction is only partially supported and that the Developmental Prediction is not supported, in that higher-level learners associate lexical aspect more strongly with the grammatical aspect marker. The results are more consistent with the Default Past Tense Hypothesis (Salaberry 1999. The development of past tense verbal morphology in classroom L2 Spanish. Applied Linguistics 20. 151–178), which we propose to be extended to the Lexical Insensitivity Hypothesis.

查看原文本刊更多论文

普通话“在”和“在”的L2习得

虽然方面假说已经在许多欧洲语言中得到了检验，但在汉语中还没有得到广泛的研究。本研究通过两种预测来检验方面假设:关联预测，预测完成时(汉语，-le)与目的动词相关联，进行时(中文，zai)与活动动词相关联;发展预测，预测这种关联在发展的早期阶段会更强。本研究采用对照实验的方法，诱导学习者在强制性语境、不正确语境和可选语境中对完成式-le和进行式zai的判断。结果表明，高水平学习者的词汇方面与语法方面标记的关联更强，关联度预测仅得到部分支持，发展性预测不得到支持。结果更符合默认过去时假说(Salaberry 1999)。第二语言西班牙语课堂中过去式动词形态的发展。应用语言学151-178)，我们建议将其扩展到词汇不敏感假说。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Chinese as a Second Language Research Arts and Humanities-Language and Linguistics

CiteScore

0.30

自引率

0.00%

发文量

期刊介绍： Chinese as a Second Language Research (CASLAR) focuses on research on the acquisition, development, and use of Chinese as a Second Language. It supports scholars and researchers from different linguistic fields, and serves as a forum to discuss, investigate, and better understand Chinese as a Second Language. Each issue (2 per year) of the journal publishes three papers in Chinese and three papers in English; summaries are always provided both in Chinese and English. We are especially interested in publishing articles and research papers that investigate how empirical findings of CSL research can advance and develop better Chinese language teaching methodologies, explore the implications of CSL research for theoretical developments and practical applications, focus on the acquisition and use of varieties of CSL, study the nature of interaction between native speakers and non-native speakers of Chinese, address major issues of second language acquisition from the perspective of CSL, analyze the ways in which language is both shaped by culture and is the medium through which culture is created.