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

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引用次数: 0

摘要

摘要当前的实证研究旨在通过两项研究来调查母语为英语的学习者对汉语关系从句的习得。研究I探讨了参与者在有间隙和无间隙关系从句（RC）上的表现以及他们对指示分类器（DCL）-关系从句的解释。研究II进一步调查了参与者对DCL第一和DCL第二RC的解释，并讨论了上下文效应。两项研究设计了不同的任务：研究I中的句子解读（SU）任务和可接受性判断（AJ）任务；以及研究II中的口译（IT）任务。共有20名二语学习者和20名以普通话为母语的人参与了我们的研究。从研究I中获得的总体结果表明，有间隙的RC比无间隙的RC更容易产生和接受，学习者的表现受到DCL位置的影响。此外，二语学习者的母语知识影响了他们的产出，但任务效应并不显著。在研究II中，对于二语学习者来说，DCL第一个RC和DCL第二个RC一样难以解释。DCL首次RC的非限制性和限制性解释被发现更容易理解。最后，二语学习者对具有不同位置DCL短语的RC的解释呈现出语境效应的趋势。

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Factors affecting English-speaking learners’ acquisition of Chinese relative clauses with demonstrative classifier phrases

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.

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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.