Chinese as a Second Language Research最新文献

探究影響漢語雙及物構式語句產出之要素探究影響漢語雙及物構式語句產出之要素

Chinese as a Second Language Research Pub Date : 2024-03-29 DOI: 10.1515/caslar-2024-0004

蕭惠貞, 詹士微, 魏吟玲

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The relationship between parental involvement and children’s language acquisition 父母参与与儿童语言习得之间的关系

Chinese as a Second Language Research Pub Date : 2024-03-29 DOI: 10.1515/caslar-2024-0003

Alexander Funk

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“把” 字句中情态动词的位置 “把” 字句中情态动词的位置

Chinese as a Second Language Research Pub Date : 2024-03-29 DOI: 10.1515/caslar-2024-0006

俊俊修

{"title":"“把” 字句中情态动词的位置","authors":"俊俊修","doi":"10.1515/caslar-2024-0006","DOIUrl":"https://doi.org/10.1515/caslar-2024-0006","url":null,"abstract":"\u0000 汉语语法学界一般认为情态动词只能用于 “把” 字句的 “把” 字之前, 但语言事实显示情态动词在一定的条件下, 也能用于 “把” 字之后。本文主要考察了情态动词用于 “把” 字之后的允准与限制、使用特点、表达效果与语法意义。情态动词出现在 “把” 字之后, 可以出现在作为假设小句、宾语小句、推测主句之类的 “把” 字句中, 此类 “把” 字句存在时体与情态语义的限制, 即: (一) 当把字句存在现实体 “了1”, 情态动词一般不能进入。 (二) 当把字句没有时体成分出现时, “把” 后的情态动词语义无标记情况下不能是动力情态[意愿] (被动), 认识情态[推测], 而道义情态[义务], 动力情态[能力]则可以出现。语用上则具有主观认识性、虚拟假设性、以及非现实的施为性等要求。情态动词用于 “把” 字之后, 此时的 “把” 字句处置性减弱, 叙述性、描述性增强, “把” 字后为道义情态表现为施为句, “把” 字后为认识情态则表现为叙事句。情态动词作为焦点敏感算子, 在 “把” 前后表现为焦点与焦点辖域的不同。这可以从距离像似性得到解释, 距离情态动词越近的成分越容易成为焦点。本文还为 “把” 字句表达 “完全” 意义, “把” 字之后的宾语不一定是有定成分等观点提供了形式与意义上的证据。","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"80 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140366523","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}

引用次数: 0

Curriculum design in teaching Chinese characters to American students: when and what? 向美国学生教授汉字的课程设计：何时、何事？

Chinese as a Second Language Research Pub Date : 2024-03-29 DOI: 10.1515/caslar-2024-0002

Shenglan Zhang

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Top-down Chinese as a second language reading strategies 自上而下的汉语作为第二语言的阅读策略

Chinese as a Second Language Research Pub Date : 2024-03-29 DOI: 10.1515/caslar-2024-0001

Jia Lin, Gengsong Gao, Ting Huang

{"title":"Top-down Chinese as a second language reading strategies","authors":"Jia Lin, Gengsong Gao, Ting Huang","doi":"10.1515/caslar-2024-0001","DOIUrl":"https://doi.org/10.1515/caslar-2024-0001","url":null,"abstract":"\u0000 This study investigated how 22 college-level Chinese as a second language (CSL) learners used reading strategies when reading essays of various genres in a strategies-based reading instruction program, in which they were explicitly taught ten top-down reading strategies. In addition to strategy use frequency and preference, this study explored the interrelationships among multiple strategies and whether strategy use frequency correlated with reading proficiency. Qualitative and quantitative data analyses revealed that the most frequently used strategies included previewing, anticipating, making a summary, and attending selectively. They were used in combination with other strategies in an orchestrated way. This study did not find a significant correlation between reading proficiency and total strategy use frequency or the frequency of using any single strategy. Strategy use frequency alone, without considering strategy use accuracy and appropriateness, might not be a good indicator of reading proficiency. This study provides an in-depth analysis of how CSL readers used single strategies and blended multiple strategies. Its findings shed light on second language learners’ reading process, reading difficulties, and the rationales behind their strategy use. Pedagogical implications are provided for CSL teachers regarding how to embed explicit strategy training into reading classes.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"92 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140366341","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}

引用次数: 0

韩国企业员工汉语自主学习研究韩国企业员工汉语自主学习研究

Chinese as a Second Language Research Pub Date : 2024-03-29 DOI: 10.1515/caslar-2024-0005

晓羽徐, 安娜丽

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Acquisition of three Chinese de structures by English-speaking learners 英语学习者对汉语三种结构的习得

Chinese as a Second Language Research Pub Date : 2023-09-21 DOI: 10.1075/csl.22016.jin

Wenhua Jin, Chunsheng Yang, Yiping Zhang, Wayne Wenchao He

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Frontmatter 头版头条

Chinese as a Second Language Research Pub Date : 2023-09-20 DOI: 10.1515/caslar-2023-frontmatter2

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A critical review of telecollaboration in Chinese as a second language education: a post-COVID-19 outlook 中文作为第二语言教育远程协作的批判性回顾:后covid -19展望

Chinese as a Second Language Research Pub Date : 2023-09-19 DOI: 10.1515/caslar-2023-2002

Xinya Lan, Zhonggen Yu

{"title":"A critical review of telecollaboration in Chinese as a second language education: a post-COVID-19 outlook","authors":"Xinya Lan, Zhonggen Yu","doi":"10.1515/caslar-2023-2002","DOIUrl":"https://doi.org/10.1515/caslar-2023-2002","url":null,"abstract":"Abstract With the advent of information and communication technology, telecollaboration projects in foreign language education have received growing attention. This study critically reviews telecollaboration practices in the context of Chinese as a second language. Our objective is to identify the inherent problems associated with existing programs and suggest a comprehensive framework for new telecollaborative practices, encompassing aspects such as language partner-matching, research topics, in/pre-service teacher-related issues, and overall benefits, adverse effects, and limitations of such. The study employed VOSviewer and CitNetExplorer to visualize partial results and followed the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocol (PRISMA-P) for screening literature. The findings indicate a pressing need to address the rationale behind selecting and matching language partners for Chinese as a second language. The predominant research topics concern student perception and learning gains resulting from telecollaboration projects, with scant attention given to teacher perception and requisite training, specifically among pre-service Chinese teachers. Additionally, the researchers examined the implications for future research, notably the establishment of a shared resource platform designed to enhance writing, reading, interpreting, and translating skills within the scope of informal Chinese language learning contexts, particularly in the wake of the COVID-19 pandemic.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135060786","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}

引用次数: 0

汉语为二语项目建设的理论与实践: 从教学法、师资培训谈起汉语为二语项目建设的理论与实践: 从教学法、师资培训谈起

Chinese as a Second Language Research Pub Date : 2023-09-19 DOI: 10.1515/caslar-2023-2005

洪刚靳

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