Chinese Journal of Applied Linguistics最新文献_第10页

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IF 0.7 4区教育学

Chinese Journal of Applied Linguistics Pub Date : 2021-12-01 DOI: 10.1515/cjal-2021-frontmatter4

引用次数: 0

Agency Fluctuations and Identity Transformations in Chinese English-Majors on Their Learning Trajectories 中国英语专业学生学习轨迹中的代理变动与身份转换

IF 0.7 4区教育学

Chinese Journal of Applied Linguistics Pub Date : 2021-12-01 DOI: 10.1515/CJAL-2021-0031

Qiuming Lin

引用次数: 1

On L2 English Learners’ Formulaic Language Use and Spoken English Fluency 论二语英语学习者的公式化语言使用与口语流利

IF 0.7 4区教育学

Chinese Journal of Applied Linguistics Pub Date : 2021-12-01 DOI: 10.1515/CJAL-2021-0034

Junlei Xuan, Huifang Yang, Jae-woo Shim

{"title":"On L2 English Learners’ Formulaic Language Use and Spoken English Fluency","authors":"Junlei Xuan, Huifang Yang, Jae-woo Shim","doi":"10.1515/CJAL-2021-0034","DOIUrl":"https://doi.org/10.1515/CJAL-2021-0034","url":null,"abstract":"Abstract This study explored the distribution of three types of English formulaic language, which involves four categories in L1 Chinese L2 English learners’ speaking performance. In addition, it investigated the relationship between the English learners’ use of formulaic language and their spoken English fluency. A CCA (canonical correlation analysis) was conducted to examine the correlations between two sets of fluency variables (dependent variables) and linguistic variables of English formulaic language use (independent variables). The fluency variable set consists of: (1) temporal indices such as SR (speech rate), AR (articulation rate), MLR (mean length of run), and PTR (phonation time ratio); (2) linguistic variables of English formulaic language like F2R (two-word formulaic sequences/run ratio, B3R (three-word lexical bundles/run ratio), and B4R (four-word lexical bundles/run ratio). These are calculated according to the frequency of the English formulaic language in the speech samples of the participants (n = 86) across three academic levels. The results indicate that the learners’ spoken English fluency is highly related to their use of English formulaic language. Its limitations and future research directions are also discussed.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":"44 1","pages":"543 - 562"},"PeriodicalIF":0.7,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46481931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Intensifier-Verb Collocations in Academic English by Chinese Learners Compared to Native-Speaker Students 中国学生与母语学生在学术英语中强调动词搭配的比较

IF 0.7 4区教育学

Chinese Journal of Applied Linguistics Pub Date : 2021-12-01 DOI: 10.1515/CJAL-2021-0030

Junyu Wu, Heli Tissari

{"title":"Intensifier-Verb Collocations in Academic English by Chinese Learners Compared to Native-Speaker Students","authors":"Junyu Wu, Heli Tissari","doi":"10.1515/CJAL-2021-0030","DOIUrl":"https://doi.org/10.1515/CJAL-2021-0030","url":null,"abstract":"Abstract It is difficult for L2 English learners in general, and especially Chinese learners of English, to form idiomatic collocations. This article presents a comparison of the use of intensifier-verb collocations in English by native speaker students and Chinese ESL learners, paying particular attention to verbs which collocate with intensifiers. The data consisted of written production from three corpora: two of these are native English corpora: the British Academic Written English (BAWE) Corpus and Michigan Corpus of Upper-Level Student Papers (MICUSP). The third one is a recently created Chinese Learner English corpus, Ten-thousand English Compositions of Chinese Learners (TECCL). Findings suggest that Chinese learners of English produce significantly more intensifier-verb collocations than native speaker students, but that their English attests a smaller variety of intensifier-verb collocations compared with the native speakers. Moreover, Chinese learners of English use the intensifier-verb collocation types just-verb, only-verb and really-verb very frequently compared with native speaker students. As regards verb collocates, the intensifiers hardly, clearly, well, strongly and deeply collocate with semantically different verbs in native and Chinese learner English. Compared with the patterns in Chinese learner English, the intensifiers in native speaker English collocate with a more stable and restricted set of verb collocates.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":"44 1","pages":"470 - 487"},"PeriodicalIF":0.7,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41972571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

An Alignment-Based Approach to L2 Learning of Chinese Numeral Classifiers 基于对齐的汉语数词二语学习方法

IF 0.7 4区教育学

Chinese Journal of Applied Linguistics Pub Date : 2021-09-01 DOI: 10.1515/CJAL-2021-0021

Chuming Wang, Wei Hong

{"title":"An Alignment-Based Approach to L2 Learning of Chinese Numeral Classifiers","authors":"Chuming Wang, Wei Hong","doi":"10.1515/CJAL-2021-0021","DOIUrl":"https://doi.org/10.1515/CJAL-2021-0021","url":null,"abstract":"Abstract This study investigated the efficiency of learning the Chinese numeral classifiers by L2 Chinese learners by means of an alignment-oriented task. Participants were a total of 96 intermediate learners of L2 Chinese, who were randomly assigned to two experimental groups and one control group, with each group consisting of 32 participants. The continuation task used in this study consisted of a picture-based Chinese text depicting a room with an array of objects, which necessitates the use of classifiers. The two experimental groups were both required to first read the text and then write to describe their own rooms in comparison with the one in the text. One group was instructed to use the classifiers from the text as much as possible in their writing, whereas the other was not required to do so. Participants in the control group were first given the picture to look at in the absence of the text and then asked to describe their own rooms. The results showed that the continuation task significantly enhanced participants’ retention of the Chinese numeral classifiers, suggesting that the alignment-based approach is an effective way to learn difficult linguistic categories such as the Chinese classifiers.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":"44 1","pages":"335 - 350"},"PeriodicalIF":0.7,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44388868","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

The Construct of the Story Continuation Writing Task: Insights From the China’s Standards of English Language Ability 从中国英语语言能力标准看故事接续写作任务的构建

IF 0.7 4区教育学

Chinese Journal of Applied Linguistics Pub Date : 2021-09-01 DOI: 10.1515/CJAL-2021-0024

W. Ye, W. Ren, Shan Zheng

{"title":"The Construct of the Story Continuation Writing Task: Insights From the China’s Standards of English Language Ability","authors":"W. Ye, W. Ren, Shan Zheng","doi":"10.1515/CJAL-2021-0024","DOIUrl":"https://doi.org/10.1515/CJAL-2021-0024","url":null,"abstract":"Abstract Although the story continuation writing task (SCWT) has attracted much research attention, few studies have investigated the construct of the task, particularly with respect to which language competence it focuses on. In addition, although some studies have demonstrated that China’s Standards of English Language Ability (CSE) provides comprehensive insights into the development of Chinese learners’ English language proficiency, little research has investigated the relationship between CSE and SCWT. This study drew upon the CSE to develop an SCWT language use inventory to address the above research gaps. A total of 358 high school students were asked to complete the questionnaire, of which 277 valid responses were analyzed. Exploratory factor analysis (EFA) on the CSE-based questionnaire revealed the presence of six factors, namely language correctness, language variety, task planning, connecting-and-generating, selecting-and-mining, and organizing. The strategy of connecting-and-generating was the only significant predictor of the learners’ SCWT scores. The paper also discusses the findings relating to the SCWT rating and other integrated writing tasks.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":"44 1","pages":"382 - 398"},"PeriodicalIF":0.7,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43005836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

A Quantitative and Network Approach to Alignment Effects in L2 Continuation Tasks 第二语言延续任务中对齐效应的定量和网络研究

IF 0.7 4区教育学

Chinese Journal of Applied Linguistics Pub Date : 2021-09-01 DOI: 10.1515/CJAL-2021-0025

Heng Chen

{"title":"A Quantitative and Network Approach to Alignment Effects in L2 Continuation Tasks","authors":"Heng Chen","doi":"10.1515/CJAL-2021-0025","DOIUrl":"https://doi.org/10.1515/CJAL-2021-0025","url":null,"abstract":"Abstract The present study employed a quantitative and network approach to detect alignment effects in second language (L2) continuation tasks designed on the xu-argument (Wang, 2016). The materials used in this study were 6 sub-corpora consisting of two selected input stories and two groups of L2 written production based on two continuation tasks. During continuation, the participants were required to continue in English a story with its ending removed, with one group reading and continuing the Chinese version and the other group the English version, and then switching their roles in the two tasks. Results show that the alignment effect differs across the two versions of continuation. Specifically, compared with the Chinese-version continuation, L2 learners produced more use of unigrams and bigrams similar to the input story in terms of lexical items, frequency and ranking correlations in the English-version task; on the other hand, the English-version continuation can facilitate generating linguistic networks that are much closer to the native English networks. Moreover, this research corroborates that written production in L2 continuation tasks can be influenced by input content.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":"44 1","pages":"399 - 416"},"PeriodicalIF":0.7,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43077152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","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 Use of Translation Continuation Tasks in Commercial Translation Teaching: A Study on Translating User Manuals 商务翻译教学中续译任务的运用研究——《用户手册》翻译研究

IF 0.7 4区教育学

Chinese Journal of Applied Linguistics Pub Date : 2021-09-01 DOI: 10.1515/CJAL-2021-0023

Qi Xu, L. Deng

引用次数: 3

Creative Imitation: An Answer to the Fundamental Issue of L2 Learning 创造性模仿：对二语学习基本问题的回答

IF 0.7 4区教育学

Chinese Journal of Applied Linguistics Pub Date : 2021-09-01 DOI: 10.1515/CJAL-2021-0022

Xiao Zhou

{"title":"Creative Imitation: An Answer to the Fundamental Issue of L2 Learning","authors":"Xiao Zhou","doi":"10.1515/CJAL-2021-0022","DOIUrl":"https://doi.org/10.1515/CJAL-2021-0022","url":null,"abstract":"Abstract This paper reports on a study on the effects of reading-writing integrated tasks on vocabulary learning and explored the differential roles of creative construction and non-creative construction in promoting lexical learning. Participants were 90 first-year English majors, randomly assigned to two experimental groups (continuation and retelling) and one control group, with 30 students in each group. Results showed that the continuation group generated a substantial amount of creative construction and produced significantly more instances of creative imitation than the retelling group. The continuation group outperformed the retelling group for both receptive and productive vocabulary knowledge gain and retention, but differences were only significant in terms of productive vocabulary retention. Finally, productive vocabulary knowledge retention among the continuation group was significantly and positively correlated with creative imitation (meaning creation coupled with language imitation), but not with linguistic alignment per se. As productive vocabulary knowledge constitutes the learner ’ s ability to use lexical knowledge to express ideas in dynamic contexts, the findings afforded evidence that creative imitation could be the answer to the fundamental issue of L2 learning (i.e., mapping static language onto dynamic idea expression). The pedagogical implications as well as future research directions are also discussed.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":"44 1","pages":"351 - 365"},"PeriodicalIF":0.7,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49124684","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

L2 Syntactic Alignment in the Reading-Writing Integrated Continuation Task: Evidence From Chinese EFL Learners’ Description of Motion Events 阅读-写作综合接续任务中的二语句法一致性:来自中国英语学习者运动事件描述的证据

IF 0.7 4区教育学

Chinese Journal of Applied Linguistics Pub Date : 2021-09-01 DOI: 10.1515/CJAL-2021-0019

Min Wang, Qiao Gan, Julie E. Boland

{"title":"L2 Syntactic Alignment in the Reading-Writing Integrated Continuation Task: Evidence From Chinese EFL Learners’ Description of Motion Events","authors":"Min Wang, Qiao Gan, Julie E. Boland","doi":"10.1515/CJAL-2021-0019","DOIUrl":"https://doi.org/10.1515/CJAL-2021-0019","url":null,"abstract":"Abstract This study investigated how the mode in which the reading-writing integrated continuation task was conducted modulates the effects of second language (L2) syntactic alignment, through the English motion event construction with manner verbs. Ninety Chinese students were assigned to either of the two experimental groups or a control group, and they all experienced a pretest, an alignment phase and a posttest. In the alignment phase, the two experimental groups completed a reading-writing integrated continuation task but in different modes. For the multi-turn mode, participants reconstructed a picture story by continuing the episodes extracted from the story with one episode presented and continued at a time; for the single-turn mode, the first half of the same picture story was presented as a chunk, and then participants read and continued it. Results show that L2 learners aligned with the target structure in completing the story, and the alignment effect was retained in the posttest conducted after a delay of two weeks. Moreover, syntactic alignment was modulated by task mode with the multi-turn group exhibiting stronger immediate and longterm alignment effects. We conclude that the continuation task is a fruitful context for L2 structural alignment, and the magnitude of alignment effect hinges on interactive intensity.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":"44 1","pages":"292 - 313"},"PeriodicalIF":0.7,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41643401","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5