Chinese as a Second Language Research最新文献_第9页

Active listenership: Developing beginners’ interactional competence 主动倾听:培养初学者的互动能力

Chinese as a Second Language Research Pub Date : 2018-04-25 DOI: 10.1515/CASLAR-2018-0003

Meng Yeh

引用次数: 3

Displaying recipiency in doctor-patient conversations 在医患对话中显示接受者

Chinese as a Second Language Research Pub Date : 2018-04-25 DOI: 10.1515/CASLAR-2018-0004

Liangyu Fu

引用次数: 3

基于真实语料的 “是…的” 构式初级汉语教学设计 The Teaching Design of Elementary Chinese Language Based on the "Shi... de" Construction of Real Language Corpus

Chinese as a Second Language Research Pub Date : 2018-04-25 DOI: 10.1515/CASLAR-2018-0005

Danjie Su, Hong Tao

引用次数: 1

完成体和经历体 “过” 之语法教学：以美国常见的三套教材为例完成体和经历体 “过” 之语法教学：以美国常见的三套教材为例

Chinese as a Second Language Research Pub Date : 2018-04-25 DOI: 10.1515/CASLAR-2018-0007

Shu-ling Wu, 马玉汴

引用次数: 1

Using authentic spoken language across all levels of language teaching: Developing discourse and interactional competence 在语言教学的各个层面使用真实的口语：培养话语和互动能力

Chinese as a Second Language Research Pub Date : 2018-04-25 DOI: 10.1515/CASLAR-2018-0001

H. Tao, M. Salaberry, Meng Yeh, A. R. Burch

{"title":"Using authentic spoken language across all levels of language teaching: Developing discourse and interactional competence","authors":"H. Tao, M. Salaberry, Meng Yeh, A. R. Burch","doi":"10.1515/CASLAR-2018-0001","DOIUrl":"https://doi.org/10.1515/CASLAR-2018-0001","url":null,"abstract":"Abstract This journal issue contains a number of papers/teaching units that are dedicated to the review and analysis of some ways in which authentic language materials can be used for the teaching and learning of Mandarin Chinese from the beginning to advanced levels. We first describe the rationale for the expanded use of authentic language data in classroom instruction, and then we present four exploratory units to showcase some of the effective classroom teaching procedures that are useful to make learners aware of (and eventually use) important features of language interaction in Chinese. The units use two types of authentic materials: natural conversations and entertainment media (TV and movies). Some of the materials, due to the nature of the communicative settings associated with them, raise important theoretical questions about norms and expectations of (intercultural) communication and goals of language learning. This introduction provides a brief review of the theoretical foundations of the sample units and an overview of the units presented here.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"7 1","pages":"1 - 13"},"PeriodicalIF":0.0,"publicationDate":"2018-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/CASLAR-2018-0001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44685206","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: 3

Teaching the Mandarin utterance-final particle le through authentic materials 通过真实材料进行汉语语音末助音教学

Chinese as a Second Language Research Pub Date : 2018-04-25 DOI: 10.1515/CASLAR-2018-0002

Danjie Su, H. Tao

引用次数: 6

The acquisition of Mandarin dative constructions by L2 and heritage learners 二语学习者和传统学习者对汉语与格结构的习得

Chinese as a Second Language Research Pub Date : 2017-10-26 DOI: 10.1515/caslar-2017-0011

Chunsheng Yang, H. Luo

引用次数: 1

Examining the auditory approach: Lexical effects in the perceptual judgment of Chinese L2 tone production 听觉方法的检验:汉语二语声调知觉判断中的词汇效应

Chinese as a Second Language Research Pub Date : 2017-10-26 DOI: 10.1515/caslar-2017-0010

Yan Jiang

{"title":"Examining the auditory approach: Lexical effects in the perceptual judgment of Chinese L2 tone production","authors":"Yan Jiang","doi":"10.1515/caslar-2017-0010","DOIUrl":"https://doi.org/10.1515/caslar-2017-0010","url":null,"abstract":"Abstract Auditory perception is generally used by raters who are asked to evaluate the accuracy of tone production by non-native speakers (hereafter NNSs) who are learning Mandarin Chinese. However, its validity needs to be examined as the native speaking (hereafter NS) listeners’ lexical knowledge (i.e., knowing the possible combination of syllables and tones) may affect their judgments in different listening contexts. This lexical effect has been reported at the segmental level in non-tonal languages (McClelland et al. 2006; Norris et al. 2000). The present study extends to the suprasegmental dimension and compares NS listeners’ judgment on NNSs’ tonal performance of high frequency disyllabic word covering Mandarin disyllabic tonal combination in three lexical contexts, namely (1) hearing pairs of humming tones (syllables removed via Praat); (2) hearing disyllabic words (syllables + tones); (3) hearing disyllabic words + seeing target pinyin orthography. Statistical analyses revealed a significant effect of lexical contexts on the perceived tone accuracy, which increased when auditory and visual lexical cues were available, as in Conditions 2 and 3. Acoustic analyses further revealed the nature of the two lexical effects. Hearing words had a positive effect on the precision of the NSs’ tonal perception compared to hearing tones only. However, the visual presence of pinyin misled NSs to compensate for learners’ tone production deficiencies. The findings have implications for future research involving the rating of tones using auditory approach and also shed light on the teaching of Mandarin tones to NNSs.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"6 1","pages":"225 - 250"},"PeriodicalIF":0.0,"publicationDate":"2017-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2017-0010","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48379837","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

Investigating the degree of humorous enjoyment in reading Chinese language errors 汉语错误阅读中幽默享受程度的调查

Chinese as a Second Language Research Pub Date : 2017-10-26 DOI: 10.1515/caslar-2017-0009

Guangyan Chen

{"title":"Investigating the degree of humorous enjoyment in reading Chinese language errors","authors":"Guangyan Chen","doi":"10.1515/caslar-2017-0009","DOIUrl":"https://doi.org/10.1515/caslar-2017-0009","url":null,"abstract":"Abstract Second language learners often make errors when they use their target language for communication. People perceive some of these errors as humorous. Many factors influence these perceptions. The purpose of this study is to investigate how these factors affect people’s perceptions when they read CSL (Chinese as a second language) learners’ humorous errors. The factors mainly refer to error stimuli and readers’ backgrounds. The researcher collected 25 error stimuli from two popular and often-cited online articles. 57 participants responded to these errors and rated them in the following three categories: Very Funny, Somewhat Funny, and Not Funny. These participants included 51 Native Speakers (NSs) of Chinese and six Non-Native Speakers (NNSs). The NSs consisted of 28 females and 23 males. Out of the participants, 17 were Chinese teachers and 40 were non-teachers. The results indicate that teachers perceived these texts as less funny than non-teachers; No significant gender difference was found; NNSs seemed to perceive these error stimuli as less funny than NSs, however, readers should be cautious in interpreting this result because of the limited number of NNSs. In addition, this study compared the humorous texts that were perceived as the funniest and the ones perceived as the least funny. The results demonstrate that an error-evoked “Very Funny” joke text had two overlapping and opposing scripts. The more overlapping and opposing the two scripts within a joke text were, the more humorous enjoyment a reader experienced. These findings improve our understanding of the interrelationship of language and humor that has been neglected in CSL, Chinese linguistics, and humor literature.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"6 1","pages":"203 - 223"},"PeriodicalIF":0.0,"publicationDate":"2017-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2017-0009","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48124125","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: 3

Development in the use of Chinese mitigation in interaction 在互动中使用汉语缓解的发展

Chinese as a Second Language Research Pub Date : 2017-06-27 DOI: 10.1515/caslar-2017-0003

Feng Xiao

{"title":"Development in the use of Chinese mitigation in interaction","authors":"Feng Xiao","doi":"10.1515/caslar-2017-0003","DOIUrl":"https://doi.org/10.1515/caslar-2017-0003","url":null,"abstract":"Abstract This study investigated changes in the use of mitigation and face negotiation in interaction in two advanced-level Chinese learners over eight weeks in China. Data included video-recordings of semi-structured interviews between the learners and a Chinese native speaker as well as their stimulated recalls with the recorded interviews. Sequential analysis of their use of mitigation showed that, at the beginning of their study abroad (SA), the learners used the dànshì /kěshì (‘but’) clause but did not use the four mitigation forms identified as common sentential mitigation devices in Chinese corpora (reduplication of verbs, verb+yīxià, the sentence final particle ba, and a/ya). Eight weeks later, they started using the sentence final particle ba, but not the other three common sentential mitigation forms. At the discourse level, they used single pre- and post-expansions at the beginning of SA; eight weeks later, they started using multiple pre- and post-expansions. The stimulated recall data revealed that the learners’ use of mitigation in both the pre- and post-interviews was based on their face (i.e., pubic self-image) consideration in interaction.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"6 1","pages":"39 - 71"},"PeriodicalIF":0.0,"publicationDate":"2017-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2017-0003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44775828","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: 3