Chinese as a Second Language Research最新文献_第3页

Do learners use different topical progression patterns in L2 Chinese argumentative spoken and written discourse? 在第二语言汉语的议论性口语和书面语篇中，学习者是否使用了不同的主题进行模式?

Chinese as a Second Language Research Pub Date : 2023-04-28 DOI: 10.1515/caslar-2023-0002

Jianling Liao

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日籍華語學習者於「送」雙及物構式的使用日籍华语学习者于「送」双及物构式的使用

Chinese as a Second Language Research Pub Date : 2023-04-28 DOI: 10.1515/caslar-2023-0004

韻涵王, 宣妘林, 惠貞蕭

{"title":"日籍華語學習者於「送」雙及物構式的使用","authors":"韻涵王, 宣妘林, 惠貞蕭","doi":"10.1515/caslar-2023-0004","DOIUrl":"https://doi.org/10.1515/caslar-2023-0004","url":null,"abstract":"提要「送」作為與漢語雙及物構式共現頻率最高的典型動詞之一，使用頻率高，且可轉換於多種雙及物構式間（Zhang, Bojiang (張伯江). 1999. Xiandai Hanyu de shuanjiwu jiegoushi. 現代漢語的雙及物結構式 [Ditransitive constructions in modern Chinese]. Zhongguo yuwen. 《中國語文》 [Studies of the Chinese Language] 1999(3). 175–184），亦是學習者較快習得的動詞（Liu, Feng-Hsi. 2006. Dative constructions in Chinese. Language and Linguistics 7(4). 863–904; Wang, Hongwei (王紅衛). 2017. Hanyu shuangjiwu goushi he dongci guanliandu de shizheng yanjiu. 漢語雙及物構式和動詞關聯度的實證研究 [An empirical study on the association of ditransitive constructions and verbs in Mandarin]. Waiyu yanjiu. 《外語研究》 [Foreign Language Research] 2017(4). 22–26）。相較於其他動詞，「送」之句式使用更適合作為了解動詞語義偏好和新舊信息原則對構式選擇影響的材料。故，本文旨在探究日籍學習者使用「送」作為雙及物構式之主要動詞時的表現。先探究日籍學習者與漢語母語者使用動詞「送」時，其構式與動詞義的互動（interact）和信息結構影響其構式分佈有何異同，再確認「送」與其他雙及物動詞是否具相似表現。本研究結合了日籍學習者及漢語母語者實驗語料的表現、輔以母語者語料庫調查，結果發現：(1)在構式偏好上，使用「送」為構式動詞時，學習者偏好 VgeiDO ，而母語者偏好 DO ;另外，在學習者實驗結果中，可轉換於所有雙及物構式的動詞皆偏好 geiNVN ，而「送」額外展現出 VgeiDO 的構式偏好。(2) 在信息結構上，學習者和母語者使用動詞「送」時，學習者符合新舊信息原則之選擇比例較高;動詞「送」與其他雙及物動詞相比，其表現符合新舊信息原則的比例則相對高於其他雙及物動詞。總體而言，日籍學習者和漢語母語者對「送」的構式偏好不同，相較於母語者，日籍學習者使用「送」時偏好 VgeiDO 及 geiNVN 句，且和其他雙及物動詞相比，「送」更偏好 VgeiDO 句。另，學習者使用動詞「送」時，受新舊信息原則影響較母語者大，此現象推論和日語語序相關。","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136001218","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

How do L1 Chinese raters process the L2 Chinese speech signal at the sentence level with respect to accentedness, comprehensibility and intelligibility? 一级汉语评分者如何在句子层面处理二级汉语语音信号的重音、可理解性和可懂度？

Chinese as a Second Language Research Pub Date : 2022-09-15 DOI: 10.1515/caslar-2022-2003

Robin J. Neal

{"title":"How do L1 Chinese raters process the L2 Chinese speech signal at the sentence level with respect to accentedness, comprehensibility and intelligibility?","authors":"Robin J. Neal","doi":"10.1515/caslar-2022-2003","DOIUrl":"https://doi.org/10.1515/caslar-2022-2003","url":null,"abstract":"Abstract Set within the context of teaching and learning Chinese at two secondary schools in the North of England and adopting a case study research design, the aim of this study was to develop research-informed insights into the nature of the pronunciation challenges facing beginner learners of Chinese. Data collection activities included recording the spoken Chinese of 20 L2 learners during a read-aloud task and a question-answer activity. Forty L1 raters were subsequently interviewed as they rated and transcribed the learners’ randomized speech samples. Distinguishing between the key constructs of accentedness, comprehensibility and intelligibility, it was found that heavily accented tones did not necessarily lead to lower levels of comprehensibility and intelligibility. Furthermore, many intelligibility breakdowns – i.e. when raters failed to correctly transcribe the learners’ intended utterances – could be traced to problems with individual words which usually implicated segmental sounds as well as tone. Findings are interpreted in terms of indicating a need for more nuanced classroom priorities aimed at the promotion of intelligible speech as opposed to an unrealistic focus on developing a native-like accent.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"11 1","pages":"233 - 288"},"PeriodicalIF":0.0,"publicationDate":"2022-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45543536","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

Chinese literacy learning by immigrant learners 移民学习者的汉语读写能力学习

Chinese as a Second Language Research Pub Date : 2022-09-15 DOI: 10.1515/caslar-2022-2002

Norbert Francis, Thi-Nham Le

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A two-case study on CSL learners’ agency in classroom settings from the perspective of language socialization 语言社会化视角下对外汉语学习者课堂代理的两例研究

Chinese as a Second Language Research Pub Date : 2022-09-15 DOI: 10.1515/caslar-2022-2001

Shaoqian Luo, Zhoucong Si

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礼貌驱动的汉语道义情态表达 Politeness driven expression of Chinese deontic modality

Chinese as a Second Language Research Pub Date : 2022-09-15 DOI: 10.1515/caslar-2022-2004

(Aejung Kim) 金爱情, (Yibin Liu) 刘翼斌, (Lizhen Peng) 彭利贞

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情态动词 “可以” 的语法教学 Grammar Teaching of the Modal Verb "Ke"

Chinese as a Second Language Research Pub Date : 2022-09-15 DOI: 10.1515/caslar-2022-2006

(Hanbing Zhang) 张寒冰, (Lidan Liu) 刘莉丹

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现代汉语的主观量标记 “基本” The subjective quantity marker "basic" in modern Chinese

Chinese as a Second Language Research Pub Date : 2022-09-15 DOI: 10.1515/caslar-2022-2005

(Chengfeng Liu) 刘承峰, (Ying Huang) 黄颖

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Factors affecting English-speaking learners’ acquisition of Chinese relative clauses with demonstrative classifier phrases 影响英语学习者习得汉语指示类短语关系从句的因素

Chinese as a Second Language Research Pub Date : 2022-05-01 DOI: 10.1515/caslar-2022-0001

Hui-Ming Lois Du, Chun-Yin Doris Chen, Fang-Yen Hsieh

{"title":"Factors affecting English-speaking learners’ acquisition of Chinese relative clauses with demonstrative classifier phrases","authors":"Hui-Ming Lois Du, Chun-Yin Doris Chen, Fang-Yen Hsieh","doi":"10.1515/caslar-2022-0001","DOIUrl":"https://doi.org/10.1515/caslar-2022-0001","url":null,"abstract":"Abstract The current empirical research aimed to investigate native English-speaking learners’ acquisition of Chinese relative clauses (RCs) by conducting two studies. Study I explored the participants’ performance on gapped and gapless relative clauses (RCs) and their interpretation of demonstrative classifier (DCL)-relative clauses. Study II further investigated the participants’ interpretation of DCL-first and DCL-second RCs and discussed contextual effect. Different tasks were designed in the two studies: a sentence-unscrambling (SU) task and an acceptability judgement (AJ) task in Study I; and an interpretation (IT) task in Study II. A total of 20 L2 learners and 20 native speakers of Mandarin participated in our research. The overall results obtained from Study I revealed that gapped RCs were easier to produce and accept than gapless RCs, and learner performance was influenced by DCL position. Moreover, the L2 learners’ L1 knowledge was found to affect their production, but the task effect was not significant. In Study II, DCL-first RCs were found to be as difficult as DCL-second RCs for the L2 learners to interpret. The non-restrictive and restrictive interpretations of DCL-first RCs were found to be much more comprehensible. Finally, the L2 learners’ interpretation of RCs having DCL phrases in different positions showed a tendency of a contextual effect.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"11 1","pages":"1 - 31"},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48743689","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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The effects of L1, task, and classifier type in Chinese-L2 learners’ use of classifiers 母语、任务和分类器类型对汉语二语学习者使用分类器的影响

Chinese as a Second Language Research Pub Date : 2022-05-01 DOI: 10.1515/caslar-2022-0002

Jiahuan Zhang, Ksenia Gnevsheva

{"title":"The effects of L1, task, and classifier type in Chinese-L2 learners’ use of classifiers","authors":"Jiahuan Zhang, Ksenia Gnevsheva","doi":"10.1515/caslar-2022-0002","DOIUrl":"https://doi.org/10.1515/caslar-2022-0002","url":null,"abstract":"Abstract This study explores three potential factors that influence Chinese L2 learners’ classifier use in a classroom setting: L1 background, task, and classifier type. We developed a picture-prompted test, including composition, free cloze, and multiple-choice cloze questions to elicit the use of classifiers. Participants were 50 Chinese L2 learners from Arabic, English, and Japanese L1 backgrounds. Although Japanese L1 participants performed numerically better than their Arabic and English counterparts, statistical analysis suggests that L1 was not a significant predictor of test performance. The composition task was shown to be conducive to the use of test-taking strategies, and it revealed a higher classifier accuracy than the more constrained multiple-choice task. Meanwhile, there was an interaction between L1 and task, suggesting that L1 influence may be conditioned by task type. Moreover, our logistic model predicts different levels of accuracy for classifier use by type, which potentially suggests a developmental path of acquiring classifiers licensed by the most prominent noun feature they are associated with, with shape being the earliest, followed by animate, inanimate, and concept.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"11 1","pages":"33 - 59"},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47579551","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