Journal articles: 'Chinese as a second language'

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YU, Xiuying. "Chinese Characters——The Second Language." EPISTÉMÈ 23 (June 30, 2020): 273–97. http://dx.doi.org/10.38119/cacs.2020.23.12.

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Ésik, Szandra. "Teaching Chinese Characters to Second Language Learners." Researching and Teaching Chinese as a Foreign Language 3, no. 1 (October 26, 2020): 1–22. http://dx.doi.org/10.1558/rtcfl.40506.

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China’s economic and military developments, as well as its political and cultural dominance contribute to its powerful global influence. It is no surprise, therefore, that a growing number of foreigners choose to learn Chinese as a second language. The increasing popularity of the Chinese language indicates that there is a constant need for new research on effective teaching methods.Chinese characters are an integral part of teaching and learning the Chinese language. However, since the Chinese writing system is so unique, it is also one of the most challenging part of the language. Scholars have long been interested in systemizing Chinese characters and finding the most effective ways of teaching. Despite a multitude of previous research, there is still no complete agreement among scholars on many aspects of Chinese characters.This paper examines various proposals on enhancing the teaching of Chinese characters. First, we will examine some universal questions that are related to every language: the connection between reading and writing and the difference between the process of learning to read and write in different writing systems. Finally, our discussion will be narrowed down to the Chinese language and the following more specific questions will be answered: Should foreign learners learn to read and write Chinese characters? Will Chinese characters eventually disappear? Simplified or traditional characters should be taught? Through the investigation and evaluation of several previous studies concerning the theory of teaching Chinese writing and reading, the second part aims to contribute to the Hanzi pedagogy.

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Ren, Wei, and Jianda Liu. "Second language research." Language Teaching 49, no. 2 (March 18, 2016): 295–98. http://dx.doi.org/10.1017/s0261444815000506.

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The Center for Linguistics and Applied Linguistics (CLAL) at Guangdong University of Foreign Studies is recognized as a ‘National Key Research Institute for the Humanities and Social Sciences’ by the Ministry of Education of the People's Republic of China. It is the only center recognized by the Chinese Ministry of Education to have a national key research institute devoted to linguistics and applied linguistics. CLAL has cultivated a core team of scholars whose work in linguistics and applied linguistics is both prolific and broad in scope, spanning three fields of research: second language (L2) learning, societal and public discourse analysis, and theoretical linguistics.

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Iwashita, Noriko, and Irene Liem. "Factors affecting second language achievement in primary school." Australian Review of Applied Linguistics 28, no. 1 (January 1, 2005): 36–51. http://dx.doi.org/10.1075/aral.28.1.03iwa.

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Abstract This study investigates achievement in second language learning (Chinese) in primary school in relation to learner variables such as amount and duration of instruction and home language background.1 Currently in the State of Victoria it is recommended that all students learn a second language from the beginning of primary school to the end of Year 10. As the majority of students in some LOTE (Languages Other Than English) classes such as Chinese are background speakers, some parents and teachers are concerned that non-background learners can be disadvantaged compared with classmates who have some exposure to the LOTE outside school. In order to examine whether home language use has any impact on achievement, we developed a test of four skills and administered it to Year 6 students in two primary schools in Melbourne. The results showed that Chinese background students scored much higher than non-Chinese background students in all four areas. However a close examination of the data revealed that other variables such as Chinese study outside school and the number of years of study at school also influenced the test scores. This research has strong implications for developing a LOTE curriculum for both background and non-background speakers.

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Wong, Amy Wing-mei. "New York City English and second generation Chinese Americans." English Today 26, no. 3 (August 24, 2010): 3–11. http://dx.doi.org/10.1017/s0266078410000167.

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Although Chinese Americans set up Chinese heritage language schools as early as 1848 to preserve the heritage language and to promote a sense of ethnic identity among their American-born children (Chao, 1997), there is strong evidence that language shift to English is taking place rather rapidly within the Chinese communities across the U.S. Data from the 2006 ACS show that while only 34.1 percent of first generation (i.e. foreign-born) Chinese Americans reported speaking ‘English very well’, the percentages rise dramatically for those who are American-born (i.e. second generation and beyond) or born overseas but arrived in the U.S. before the age of 16 (i.e. the 1.5 generation). 70.4 percent of the 1.5 generation and 93.8 percent of the American-born Chinese Americans reported speaking ‘English very well’. Additionally, only about 27.6 percent of the ABCs were estimated to speak their heritage language at home. Taken together, these estimates suggest that the rate of shift from Chinese to English is accelerating. Jia (2008) finds that even for first generation Chinese Americans, their Chinese language skills continue to decline with increasing English immersion. Rapid language shift to English means that many ABCs speak English as one of their native languages, if not the only one. This raises interesting sociolinguistic questions concerning the characteristics of the English spoken by ABCs and how ABCs utilize varieties of English to construct and negotiate differences with respect to each other and vis-à-vis the larger social structure.

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Huang, Hanjing, and Pei-Luen Patrick Rau. "The first–second language influence on framing effects and loss aversion of balanced bilinguals." International Journal of Bilingualism 24, no. 2 (December 7, 2018): 129–40. http://dx.doi.org/10.1177/1367006918813646.

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Aims: We aimed to investigate the effects of language on the decision-making of bilinguals when they possess almost equal proficiencies in these languages. Methodology: Chinese–English bilinguals were asked to make decisions in Chinese or English. In the first experiment, we used a financial crisis problem to investigate the effects of language on the framing effect. In the second experiment, we used two gambling tasks to investigate the effects of language on people’s loss aversion in hypothetical and real bets. Data and analysis: Participants had similar proficiencies in Chinese and in English. Two hundred and twelve Chinese–English bilinguals took part in the first experiment. Their decision data were analysed using chi-squared tests. Ninety-six Chinese–English bilinguals took part in the second experiment. Their decision data were analysed using ANOVA and t-tests. Findings: Framing effects were reduced in the English condition. Chinese–English bilinguals were risk-averse for gains and risk-seeking for losses when choices were presented in Chinese, but this asymmetry disappeared when the choices were presented in English. However, the results indicated that the language did not have significant effects on Chinese–English bilinguals’ loss aversion in hypothetical and real bets. Originality: This is among the first studies to investigate the effects of language on decision-making in balanced bilinguals who have similar proficiencies in different languages. Significance/implications: The findings suggest that language still influences the framing effect, even in balanced bilinguals who have similar proficiencies in different languages.

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Fung, Daniel. "Studies in second language acquisition of Chinese." System 60 (August 2016): 143–45. http://dx.doi.org/10.1016/j.system.2016.05.007.

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Leung, Yan-kit Ingrid. "Verb morphology in second language versus third language acquisition." EUROSLA Yearbook 6 (July 20, 2006): 27–56. http://dx.doi.org/10.1075/eurosla.6.05leu.

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This paper reports an experimental study on L2 vs. L3 Spanish morphological representation. A total of 19 Spanish learners (10 Chinese native speakers who are upper intermediate to advanced L2 English users as well as 9 English native speakers who do not speak a prior language without overt morphology) participated in the study. A written production task using Spanish nonce verbs was used to elicit regular and irregular forms of Spanish past participles. The study revealed differences between native and non-native Spanish speakers but ones that are still compatible with an approach which posits a dual mechanism for morphological processing. In addition, no principal difference between the L2 and the L3 Spanish learners was identified. A follow-up experiment on L2 English was therefore carried out testing 26 native speakers of Chinese and 17 native speakers of English using a written production task eliciting English regular and irregular past tense forms for both real verbs and nonce verbs. The findings suggested that native and non-native English speakers’ performances pattern similarly. It seems that L2 English plays a crucial role in Chinese speakers’ L3 Spanish morphological representation and in their similar performance to the L1 English-L2 Spanish speakers.

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Yuan, Boping. "The status of thematic verbs in the second language acquisition of Chinese: against inevitability of thematic-verb raising in second language acquisition." Second Language Research 17, no. 3 (July 2001): 248–72. http://dx.doi.org/10.1177/026765830101700302.

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This article reports a study investigating the status of thematic verbs in second language acquisition (SLA) of Chinese by French-speaking, German-speaking, and English-speaking learners. Both French and German are languages which allow thematic verbs to raise. In contrast, thematic verbs in English and Chinese must remain in situ under V at PF. It has been widely reported in the second-language and nonnative language (L2) literature that (optional) thematic-verb raising occurs in SLA, and L2 researchers have accounted for this phenomenon on the basis of some hypotheses proposed for the initial state of SLA. Although these hypotheses differ from each other in explaining the presence of thematic-verb raising in SLA, they all predict that thematic-verb raising is inevitable in SLA by speakers of a verb-raising language. Some go so far as to predict thematic-verb raising in SLA by speakers of a non-verb-raising language. The study reported in this article provides robust evidence that the thematic verb does not raise in SLA of Chinese, which casts doubt on the reliability of these hypotheses in the L2 literature. Both judgement data and oral production data in the study clearly indicate that thematic verbs remain in situ in L2 Chinese. No optionality occurs at any proficiency level. These findings are accounted for in terms of the absence of verbal inflection in Chinese and the evidence in the L2 Chinese input data for the specification of the abstract features associated with the head of IP.

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Zhang, Hang. "Dissimilation in the second language acquisition of Mandarin Chinese tones." Second Language Research 32, no. 3 (June 23, 2016): 427–51. http://dx.doi.org/10.1177/0267658316644293.

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This article extends Optimality Theoretic studies to the research on second language tone phonology. Specifically, this work analyses the acquisition of identical tone sequences in Mandarin Chinese by adult speakers of three non-tonal languages: English, Japanese and Korean. This study finds that the learners prefer not to use identical lexical tones on adjacent syllables, especially the contour tone sequences. It is argued that the Obligatory Contour Principle (OCP) was playing a role in shaping the second language Chinese tonal phonology even though it was not learned from these speakers’ native languages, nor found widely applied in the target language. The acquisition order of tone pairs suggests an interacting effect of the OCP and the Tonal Markedness Scale. This study presents a constraint-based analysis and proposes a four-stage path of OCP sub-constraint re-ranking to account for the error patterns found in the phonological experiment.

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PETROVČIČ, Mateja. "Chinese as a Foreign Language in Slovene Upper Secondary Education and Outline of Curriculum Renewal." Acta Linguistica Asiatica 8, no. 1 (January 30, 2018): 27–37. http://dx.doi.org/10.4312/ala.8.1.27-37.

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This paper presents the position of Chinese in Slovene educational system. In most European countries, including Slovenia, the first foreign language is introduced in the lower grades of primary education, and the second foreign language as a compulsory subject is added a few years later, when students enter upper secondary education (ISCED 3). At the same time, the third foreign language may be added to the regular courses. Schools choose languages from a set list, and Chinese is one of the languages that can be taught at the ISCED 3 level. It is not available as second foreign language yet, but Chinese can be selected as a third foreign language. Recently, new initiatives have emerged to endorse Chinese as a second foreign language. The last part of the paper briefly highlights language curricula within the gimnazija programs and proposes the renewal of Chinese curriculum with four modules that provide horizontal and vertical continuity from ISCED 2 to ISCED 6.

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Yu, Baohua, and David A. Watkins. "Motivational and cultural correlates of second language acquisition." Australian Review of Applied Linguistics 31, no. 2 (January 1, 2008): 17.1–17.22. http://dx.doi.org/10.2104/aral0817.

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The present study investigates the relationships among motivational factors, cultural correlates and second language proficiency. The participants, from both Western and Asian backgrounds, were learning Chinese at university level in the People’s Republic of China. 115 students (35 Western students and 80 Asian students) ranging from beginning to advanced levels of proficiency were surveyed. The results of the study indicated that the degree of integrativeness into Chinese culture and motivation was significantly and positively related to Chinese language proficiency, while language anxiety was significantly and negatively correlated to such proficiency. However instrumental orientation was found to have no statistically significant relationship with such proficiency. Multiple regression analysis indicated that integrativeness and gender were major variables predicting Chinese language proficiency. Significant differences between Western and Asian student groups were found in terms of motivational variables and Chinese language proficiency. Compared with the Asian student group, the Western student group tended to perform better in spoken Chinese proficiency as evaluated by their teachers and seemed to have higher levels of motivation and integrativeness but lower levels of instrumental orientation and language anxiety. Recommendations are made to enhance motivation and second language acquisition.

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Yu, Baohua, and David A. Watkins. "Motivational and cultural correlates of second language acquisition." Australian Review of Applied Linguistics 31, no. 2 (2008): 17.1–17.22. http://dx.doi.org/10.1075/aral.31.2.04yu.

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The present study investigates the relationships among motivational factors, cultural correlates and second language proficiency. The participants, from both Western and Asian backgrounds, were learning Chinese at university level in the People’s Republic of China. 115 students (35 Western students and 80 Asian students) ranging from beginning to advanced levels of proficiency were surveyed.The results of the study indicated that the degree of integrativeness into Chinese culture and motivation was significantly and positively related to Chinese language proficiency, while language anxiety was significantly and negatively correlated to such proficiency. However instrumental orientation was found to have no statistically significant relationship with such proficiency. Multiple regression analysis indicated that integrativeness and gender were major variables predicting Chinese language proficiency. Significant differences between Western and Asian student groups were found in terms of motivational variables and Chinese language proficiency. Compared with the Asian student group, the Western student group tended to perform better in spoken Chinese proficiency as evaluated by their teachers and seemed to have higher levels of motivation and integrativeness but lower levels of instrumental orientation and language anxiety. Recommendations are made to enhance motivation and second language acquisition.

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Yan, Liu, Tang Yingjuan, and Cai Jing. "The Comparative Study of Chinese Character Teaching between Chinese as First Language and Chinese as Second Language." American Journal of Educational Research 3, no. 1 (January 1, 2015): 1–4. http://dx.doi.org/10.12691/education-3-1-1.

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Hwa, Siew Pei, Pang Set Weei, and Lew Hoi Len. "The Effects of Blended Learning Approach through an Interactive Multimedia E-Book on Students’ Achievement in Learning Chinese as a Second Language at Tertiary Level." International Journal of Computer-Assisted Language Learning and Teaching 2, no. 1 (January 2012): 35–50. http://dx.doi.org/10.4018/ijcallt.2012010104.

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Almost all higher institutions in Malaysia offer Chinese as a second language (some may consider as a third language) course. Universiti Tunku Abdul Rahman offers an elective subject called ’Introduction to Chinese Language I’ to teach the basis of Chinese to non-Chinese educated students. In general, the majority of foreign language is taught face-to-face in classrooms. There are three crucial challenges in learning Chinese as a second language: pronunciation, Chinese writing, and verbal communication skills. Hence, Chinese language is recognized as one of the most challenging and difficult languages to master. Teaching a language in the classroom improves significantly when technology complements and extends the functionality of the traditional methods. In view of the limitations of traditional instruction and e-learning approaches, this paper explores the possibilities of introducing a blended learning approach in TCSL (Teaching Chinese as a Second Language) classrooms at a tertiary level. The focus of this study is to determine the efficiency of the blended learning environment in which instructions are imparted through the blend of existing instructional methods and an interactive multimedia e-book. It also studies the impact on students’ achievement in Chinese language proficiency.

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AU, TERRY KIT-FONG, WINNIE WAILAN CHAN, LIAO CHENG, LINDA S. SIEGEL, and RICKY VAN YIP TSO. "Can non-interactive language input benefit young second-language learners?" Journal of Child Language 42, no. 2 (April 7, 2014): 323–50. http://dx.doi.org/10.1017/s0305000913000627.

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ABSTRACTTo fully acquire a language, especially its phonology, children need linguistic input from native speakers early on. When interaction with native speakers is not always possible – e.g. for children learning a second language that is not the societal language – audios are commonly used as an affordable substitute. But does such non-interactive input work? Two experiments evaluated the usefulness of audio storybooks in acquiring a more native-like second-language accent. Young children, first- and second-graders in Hong Kong whose native language was Cantonese Chinese, were given take-home listening assignments in a second language, either English or Putonghua Chinese. Accent ratings of the children's story reading revealed measurable benefits of non-interactive input from native speakers. The benefits were far more robust for Putonghua than English. Implications for second-language accent acquisition are discussed.

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Yuan, Boping, and Lulu Zhang. "An incremental model of second language speech production mechanisms: Developmental evidence from object ellipsis in second language Chinese speech production." International Journal of Bilingualism 24, no. 4 (November 15, 2019): 783–810. http://dx.doi.org/10.1177/1367006919886666.

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Aims: This study investigates object ellipsis in English and Korean speakers’ second language (L2) Chinese speech production and the effects of first language (L1) influence in L2 Chinese speech production. Design: 59 English speakers and 64 Korean speakers at various Chinese proficiency levels, as well as 16 native speakers of Chinese, participated in the study. In addition to an acceptability judgement test, an utterance-recall task was employed in the study to prime participants for relevant structures. Findings: There are early stages where derivations, such as move, deletion, etc., are not implemented in L2 speech production, although at later stages L2 speech production mechanisms can converge with that of native speakers. No evidence of L1 influence is found, and L2 learners are found to behave differently in the utterance-recall task and the sentence acceptability judgement task. Originality: The study includes data from L2 Chinese learners from beginner to advanced levels and provides a comprehensive picture of structural priming effects on the development of L2 speech production. Implications: There is a discontinuity in the development of L2 speech production mechanisms, and the development of the mechanisms is incremental in nature. Mechanisms for L2 language comprehension are different from those for L2 speech production, at least as far as L2 at the early stages is concerned.

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Ong, Teresa Wai See. "Family Language Policy, Language Maintenance and Language Shift: Perspectives from Ethnic Chinese Single Mothers in Malaysia." Issues in Language Studies 10, no. 1 (June 29, 2021): 59–75. http://dx.doi.org/10.33736/ils.3075.2021.

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Family language policy comprises three components, namely, ideology, practice, and management. Using the conceptual framework of family language policy, this study draws on data from semi-structured interviews and participant observation to explore the role of mothers in the process of language maintenance and language shift in Malaysia. First, it investigates the language choices and ideologies of four Chinese single mothers from Penang that lead to speaking heritage languages and/or dominant languages with their children. Second, it examines the strategies for heritage culture maintenance adopted by these mothers. The study found that two of the mothers speak Chinese heritage languages with their children to reinforce emotional attachment and family cohesion. Conversely, two other mothers face socioeconomic and educational pressures in relation to maintaining Chinese heritage languages, which trigger a shift to using dominant languages such as Mandarin Chinese and English with their children. Nevertheless, all four mothers made efforts in exposing their children to ethnic Chinese cultures. The findings indicate that maintaining heritage languages in the current era has become a challenge for many families in Malaysia while speaking dominant languages is becoming a necessity.

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Wen, Xiaohong. "Second language acquisition of the Chinese particle le." International Journal of Applied Linguistics 5, no. 1 (June 1995): 45–62. http://dx.doi.org/10.1111/j.1473-4192.1995.tb00072.x.

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Sew, Jyh Wee. "Chinese as a Second Language, Vol. 51 (1)." WORD 63, no. 1 (January 2, 2017): 110–14. http://dx.doi.org/10.1080/00437956.2016.1275355.

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Xu, Yi, and Lin Zhu. "Online peer feedback in second language Chinese writing." Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 54, no. 3 (December 31, 2019): 257–87. http://dx.doi.org/10.1075/csl.19012.zhu.

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Abstract Online peer feedback is advocated but not sufficiently used or researched in language classrooms, especially in Chinese as a foreign language (CFL) context. There is not sufficient evidence on the relationship of peer feedback type and revision, and controversies remain regarding learners’ perceptions of peer feedback, especially in terms of its trustworthiness. This study examines the typology, uptake, and learner perceptions of online peer feedback in an advanced level CFL classroom. Participants’ first drafts, feedback, and revisions in four writing assignments were analyzed and interviews were conducted. Feedback was mostly given on vocabulary, grammar, and character. 70.9% of the corrective feedback led to successful revision, and direct change, suggestion, and clarification most frequently led to revision. Participants generally trusted peer feedback, while they were also autonomous in giving feedback and deciding on uptakes. Learners’ positive perceptions include the comprehensibility of peer feedback and a sense of supportive community.

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Zhang, Hang, and Yirui Xie. "Coarticulation effects of contour tones in second language Chinese." Chinese as a Second Language Research 9, no. 1 (April 28, 2020): 1–30. http://dx.doi.org/10.1515/caslar-2020-0001.

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AbstractThis study tests for evidence of tonal coarticulation effects, especially anticipatory effects, in production of non-native Chinese contour tones. Eighty second language learners of Chinese and ten native speakers participated in a main experiment and two supplementary experiments in which they produced both real and pseudo disyllabic words. Findings indicate that anticipatory coarticulation is relevant in L2 contour tone production. L2 speakers’ Tone 2 and to some extent Tone 4 tend to be less intelligible to native listeners when followed by tones starting with a high onset (Tone 1 or Tone 4) due to anticipatory coarticulation. Some similar and different tonal coarticulation effects between native Chinese speakers and second language learners of Chinese are also noted in the paper based on the experiment results. This study argues that a ‘universal’ coarticulatory constraint plays a role in shaping second language Chinese tone phonology.

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Winke, Paula. "An Investigation Into Second Language Aptitude for Advanced Chinese Language Learning." Modern Language Journal 97, no. 1 (February 21, 2013): 109–30. http://dx.doi.org/10.1111/j.1540-4781.2013.01428.x.

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LI, Li, Hong-Ting GUO, Le-Meng HUA, Yin-Ping FANG, and Rui-Ming WANG. "Cross-Language Competition in Language Production of Chinese-as-A-Second-Language Learners." Acta Psychologica Sinica 44, no. 11 (April 17, 2013): 1434–42. http://dx.doi.org/10.3724/sp.j.1041.2012.01434.

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Chisoni, Godfrey. "The Influence of Chinese Culture on Learning Chinese as a Second Language: A Case Study of Zimbabwean Students Learning Chinese as a Second Language." International Journal of Language and Linguistics 3, no. 2 (2015): 33. http://dx.doi.org/10.11648/j.ijll.20150302.11.

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Spinelli, Giacomo, Luciana Forti, and Debra Jared. "Learning to assign stress in a second language: The role of second-language vocabulary size and transfer from the native language in second-language readers of Italian." Bilingualism: Language and Cognition 24, no. 1 (April 3, 2020): 124–36. http://dx.doi.org/10.1017/s1366728920000243.

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AbstractLearning to pronounce a written word implies assigning a stress pattern to that word. This task can present a challenge for speakers of languages like Italian, in which stress information must often be computed from distributional properties of the language, especially for individuals learning Italian as a second language (L2). Here, we aimed to characterize the processes underlying the development of stress assignment in native English and native Chinese speakers learning L2 Italian. Both types of bilinguals produced evidence supporting a role of vocabulary size in modulating the type of distributional information used in stress assignment, with an early bias for Italian's dominant stress pattern being gradually replaced by use of associations between orthographic sequences and stress patterns in more advanced bilinguals. We also obtained some evidence for a transfer of stress assignment habits from the bilinguals’ native language to Italian, although only in English native speakers.

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Luo, Menglan, Jiraporn Chano, Thatchai Chittranun, and Bussayarat Nithideechaiwarachok. "Improving Chinese Reading and Writing Skills: Second Language Acquisition Theory Perspective." Journal of Educational Issues 8, no. 2 (September 13, 2022): 325. http://dx.doi.org/10.5296/jei.v8i2.20148.

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This research aimed to study the theories and principles for improving Chinese reading and writing skills based on second language acquisition theory and investigated the factors affecting Chinese major students’ reading and writing skills for university students in northeast of Thailand. The sample groups were 386 Chinese language major students from 12 universities in the northeast of Thailand selected by voluntary selection, 9 Chinese language major students, and 3 Chinese language lecturers at universities in the northeast of Thailand selected by purposive sampling. The research instruments were questionnaires, interview form for students, and interview form for lectures. Content analysis, exploratory factor analysis, mean and standard deviation were used to analyze the collected data. The findings revealed that the appropriate theories and principles for improving reading and writing skills in Chinese as a second language were sociocultural theory, monitor theory, and contrastive analysis hypothesis. Factors affecting reading and writing skills in Chinese as a second language were vocabulary, grammar, language environment, attitude, motivation, and anxiety.

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Chen, Chen. "A Study on Positive Transfer of Native Language and Second Language Teaching Methods." Theory and Practice in Language Studies 10, no. 3 (March 1, 2020): 306. http://dx.doi.org/10.17507/tpls.1003.06.

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Native language is one of the important factors that affect second language acquisition (SLA). However, compared with the heated discussion about the negative transfer of native language, the positive transfer of native language lacks due attention. Taking Chinese and English as a case study, this paper first reveals the similarities between the two languages, then discusses the positive effects of native language on SLA, and finally explores English teaching methods so as to promote the positive transfer of native language and reduce the negative transfer.

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Hao, Yuxin, Xun Duan, and Qiuyue Yan. "Processing Aspectual Agreement in a Language with Limited Morphological Inflection by Second Language Learners: An ERP Study of Mandarin Chinese." Brain Sciences 12, no. 5 (April 21, 2022): 524. http://dx.doi.org/10.3390/brainsci12050524.

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Previous studies on the neural cognitive mechanisms of aspectual processing in second language (L2) learners have focused on Indo-European languages with rich inflectional morphology. These languages have aspects which are equipped with inflected verb forms combined with auxiliary or modal verbs. Meanwhile, little attention has been paid to Mandarin Chinese, which has limited morphological inflection, and its aspect is equipped with aspectual particles (e.g., le, zhe, guo). The present study explores the neurocognitive mechanism of Mandarin Chinese aspect processing among two groups of late Mandarin Chinese proficient learners with Thai (with Mandarin Chinese-like aspect markers) and Indonesian (lack of Mandarin Chinese-like aspect markers) as their first language (L1). We measured event-related potentials (ERPs) time locked to the aspect marker le in two different conditions (the aspect violation sentences and the correct sentences). A triphasic ELAN-LAN-P600 effect was produced by the Mandarin Chinese native speakers. However, there was no ELAN and LAN in Indonesian native speakers and Thai native speakers, except a 300–500 ms negativity widely distributed in the right hemisphere and P600-like effect. This suggests that both groups of Mandarin Chinese learners cannot reach the same level as Mandarin Chinese native speakers to process Mandarin Chinese aspect information, probably due to the complex feature of Mandarin Chinese aspect maker, the participants’ L2 proficiency and age of L2 acquisition.

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Cahiers de Linguistique Asie Orient, Editor. "SECOND INTERNATIONAL CONFERENCE ON CHINESE LINGUISTICS." Cahiers de Linguistique Asie Orientale 21, no. 1 (March 12, 1992): 179. http://dx.doi.org/10.1163/19606028-90000328.

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Juffs, Alan. "Semantics-syntax correspondences in second language acquisition." Second Language Research 12, no. 2 (April 1996): 177–221. http://dx.doi.org/10.1177/026765839601200203.

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This article investigates knowledge of semantics-syntax correspondences in SLA within the Principles and Parameters framework. A parameter of semantic structure is used to investigate knowledge of two distinct, but underlyingly related, verb classes: change of state locatives and 'psychologi cal' verbs. Chinese and English contrast in terms of the parameter setting. Experimental evidence indicates that adult Chinese learners of English L2 initially transfer parameter settings, but are able to reset the parameter. However, they only acquire L2 lexical properties and concomitant syntactic privileges with ease when L2 input adds a representation to their grammar. When positive L2 input should pre-empt overgeneralizations based on rep resentation transferred from the L1, for some learners L1 influence persists until quite advanced stages of acquisition. The implications of the results for the parameter-setting model of SLA are discussed.

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Juffs, Alan. "Some effects of first language argument structure and morphosyntax on second language sentence processing." Second Language Research 14, no. 4 (October 1998): 406–24. http://dx.doi.org/10.1191/026765898668800317.

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This article explores some effects of first language verb-argument structure on second language processing of English as a second language. Speakers of Chinese, Japanese or Korean, three Romance languages and native English speakers provided word-by-word reading times and grammaticality judgement data in a self-paced reading task. Results suggest that reliable differences in parsing are not restricted to cases where verb-argument structure differs crosslinguistically.

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Ding, Yixu. "Understanding the Process of Second Language Acquisition." Review of Educational Theory 4, no. 4 (November 25, 2021): 29. http://dx.doi.org/10.30564/ret.v4i4.3510.

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As the world is becoming more and more connected, the education system needs to provide each learner with an equal opportunity for success. Measures should put in place to ensure that obtaining an education is made possible for all students, including foreign students, such as English speakers in China and Chinese speakers in the United Kingdom. The biggest obstacle to making this dream a reality is that very few educators are sufficiently equipped to understand the foundational knowledge with regards to teaching learners of speaking a different language from the regional language, raising the need for target language acquisition. This paper will look into the Acculturation model of second language acquisition and Stephen Krashen's theory of second language acquisition. Since educators are increasingly being forced to teach students speaking foreign languages understanding second language acquisition is very important. Understanding the process of second language acquisition may be important to educators and enable students in second language acquisition.

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Wen, Xiaohong. "The Acquisition of Chinese as a First and Second Language." Languages 5, no. 3 (September 3, 2020): 32. http://dx.doi.org/10.3390/languages5030032.

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Chen, Meng-Lin, and Dahui Dong. "The Choice of Tense in Translation into the Second Language." Studies in English Language Teaching 4, no. 2 (April 1, 2016): 187. http://dx.doi.org/10.22158/selt.v4n2p187.

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English tense is widely believed as one of the most problematic areas in the “interlanguage”, which includes non-native English speakers’ English writing and translations into the translator’s second language. This study aims to investigate the relationships between the tense choice in translation, the tense in the Chinese source text, and the translation competence of translators. A small Chinese-English parallel corpus has been built with 127 translations of Chinese press editorials by experienced native English speaking translators, experienced native Chinese speaking translators, and novice native Chinese speaking translators. Cross-tabulate analyses of this study have shown that the three groups of translators differ from one another significantly in their handling of marked Chinese past tense verbs, while they do not when translating Chinese sentences with contextually marked tense. This study suggests that in order to improve their translation quality, (1) experienced native Chinese speaking translators need to increase the percentages of Present Simple, Present Progress, Present Perfect, and Past Simple, and reduce the percentages of Past Perfect in their translation; (2) novice native Chinese speaking translators need to increase the percentages of Present Simple, and Present Progress, and reduce the percentages of Past Perfect, Past Simple, and Present Perfect in their translation.

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Temmy, Temmy. "A Brief Analysis on Vocabulary Learning Strategies in Second Language." Humaniora 4, no. 1 (April 30, 2013): 1. http://dx.doi.org/10.21512/humaniora.v4i1.3412.

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This article tries to explore the usage of vocabulary learning strategies in second language learning on students with different background. It attempts to elicit useful ideas and gives a practical guidance in learning Chinese as a second language. This work explains how learning environment, cultural background and proficiency level can highly affect the choice of learning strategies. And even though students are learning different languages, there are similarities in their choice of strategies during the process of acquiring the target language.

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Gabriele, Alison, and Junko Maekawa. "Interpreting tense in a second language." EUROSLA Yearbook 8 (August 7, 2008): 79–106. http://dx.doi.org/10.1075/eurosla.8.07gab.

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The question of whether adult native speakers of Chinese, a language that does not morphosyntactically represent tense, are able to acquire tense in English has been a topic of great interest in part because it allows us to examine whether there is a critical period for features that are not instantiated in the native language (Hawkins 2001; Hawkins & Liszka 2003; Lardiere 1998a, 2003).While most previous studies have focused on production data, the present study examines the semantics of tense, investigating whether or not learners’ interpretations are sensitive to temporal distinctions. Native speakers of Mandarin are compared with native speakers of Japanese and Korean, languages which both morphosyntactically encode tense. Results of an interpretation task targeting the present progressive and past progressive in English show that by advanced levels of proficiency the three groups of learners performsimilarly. The results provide evidence that tense is fully acquirable in L2 acquisition regardless of the properties of the native language.

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Muljani, D., Keiko Koda, and Danny R. Moates. "The development of word recognition in a second language." Applied Psycholinguistics 19, no. 1 (January 1998): 99–113. http://dx.doi.org/10.1017/s0142716400010602.

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AbstractDo differences among first languages (LI) affect word recognition in reading a second language (L2)? Participants in this study had either Indonesian (an alphabetic language) or Chinese (a logographic language) as an L1 and were learning English (an alphabetic language) as an L2. Under the connectionist rubric, it was predicted that an alphabetic LI would facilitate word recognition in an alphabetic L2, especially if the LI and L2 have similar spelling patterns. Facilitation is relative to a logographic LI. The model also predicted a better recognition for high-frequency words in the L2 relative to low-frequency words. The results of a lexical decision task largely confirmed these hypotheses.

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Gong, Yang (Frank), Xuesong (Andy) Gao, and Boning Lyu. "Teaching Chinese as a second or foreign language to non-Chinese learners in mainland China (2014–2018)." Language Teaching 53, no. 1 (January 2020): 44–62. http://dx.doi.org/10.1017/s0261444819000387.

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AbstractThis review involved 60 articles chosen from 336 empirical studies identified in five leading journals on the learning and teaching of Chinese as a second or foreign language in mainland China during the period 2014–2018. The selected studies document Chinese researchers' efforts to improve the teaching and learning of the Chinese language in terms of language pedagogy, language learning and teacher development. We contend that these studies on the teaching and learning of Chinese as a second or foreign language (CSL/CFL) can contribute to the advancement of second/foreign language education theories even though they were largely conducted to address local needs and interests in the Chinese context. Unfortunately, the impact of these studies on international language education research and pedagogical development remains limited and peripheral. For this reason, this review concludes with recommendations for Chinese researchers and journal editors in the field of Chinese language teaching and learning research on how to promote quality empirical research and enhance their contributions to second/foreign language education research.

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Yang, Shuyi. "Chinese as Second Language Learners’ Beliefs about Vocabulary Acquisition." Journal of Modern Education Review 4, no. 10 (October 20, 2014): 789–801. http://dx.doi.org/10.15341/jmer(2155-7993)/10.04.2014/007.

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Nguyen, Kate, Nile Stanley, and Laurel Stanley. "Storytelling in Teaching Chinese as a Second/Foreign Language." Linguistics and Literature Studies 2, no. 1 (January 2014): 29–38. http://dx.doi.org/10.13189/lls.2014.020104.

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Xu, Yi. "Processing relative clauses in Chinese as a second language." Second Language Research 30, no. 4 (July 8, 2014): 439–61. http://dx.doi.org/10.1177/0267658313511485.

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This project investigates second language (L2) learners’ processing of four types of Chinese relative clauses crossing extraction types and demonstrative-classifier (DCl) positions. Using a word order judgment task with a whole-sentence reading technique, the study also discusses how psycholinguistic theories bear explanatory power in L2 data. An overall preference for DCl-first structures and an advantage of DCl-subject relative clauses over the other three structures were found. Results were largely compatible with the filler-gap domain theory and indicated a weak subject-gap advantage. These motivations are subject to influences from other factors, and a multi-constraint proposal was proposed.

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Tong, Peiru, and Linda Tsung. "Humour strategies in teaching Chinese as second language classrooms." System 91 (July 2020): 102245. http://dx.doi.org/10.1016/j.system.2020.102245.

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Guthrie, Kate Hardeman. "Gender and second language style." Asia-Pacific Language Variation 2, no. 2 (December 31, 2016): 157–87. http://dx.doi.org/10.1075/aplv.2.2.03har.

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Abstract Gender has been shown to be a salient factor in acquisition of second language variation (Adamson & Regan, 1991; Major, 2004; Meyerhoff & Schleef, 2012; Rehner, Mougeon, & Nadasdi, 2003; Schleef, Meyerhoff, & Clark, 2011). However, these studies have primarily focused on learner production of target language variation and style in the sense of attention paid to speech. There has been little focus on learner perceptions of the social meanings associated with L2 variants and styles. The present article addresses this gap in the research by examining L2 learner perceptions of a gendered style of speaking in Mandarin Chinese known as sajiao. Results from a perception experiment confirm the salience of gender in the acquisition of L2 variation and show that American L2 Mandarin learners have acquired some of the social meanings associated with sajiao but not others. An acoustic phonetic analysis of sajiao is also presented.

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Li, Xiu Jun, Jing Jing Yang, Qi Yong Guo, and Jing Long Wu. "Experimental Study of Information Processing Application in Second Language to Computer Interface of Brain." Advanced Materials Research 1022 (August 2014): 296–99. http://dx.doi.org/10.4028/www.scientific.net/amr.1022.296.

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The computer how to identify the language? How the brain controls the brain computer interface (BCI) equipment? Reading in a second language (L2) is a complex task that entails an interaction between L2 and the native language (L1). Previous studies have suggested that bilingual subjects recruit the neural system of their logographic L1 (Chinese) reading and apply it to alphabetic L2 (English) reading. In this study, we used functional magnetic resonance imaging (fMRI) to visualize Japanese-Chinese bilinguals’ brain activity in phonological processing of Japanese Kanji (L1) and Chinese characters (L2) and application to BCI, two written languages with highly similar orthography. In the experiment, the subjects were asked to judge whether two Japanese Kanji (or Chinese characters) presented at the left and right side of the fixation point rhymed with each other. A font size decision task was used as a control task, where the subjects judged whether the two Japanese Kanji (or Chinese characters) had an identical physical size. Subjects indicated a positive response by pressing the key corresponding to the index finger and a negative response by pressing the key corresponding to the middle finger of their right hand. The result showed that our bilingual Japanese subjects have large overlaps in the neural substrates for phonological processing of both native and second language. Our results are application to brain computer interface.

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Haiayn, L. "Анализ ошибок в употреблении модального наречия “反正”(fǎnzhèng) студентами-иностранцами (на английском языке)." Иностранные языки в высшей школе, no. 4(55) (March 5, 2021): 90–95. http://dx.doi.org/10.37724/rsu.2020.55.4.010.

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"反正" is a Chinese modal adverb with high frequency and complex usage, which is a difficult point for Chinese learners to acquire. In this paper, we take the Chinese HSK Dynamic Composition Corpus and Jinan University Interlanguage Corpus as the research object, investigate the application of "反正" in the teaching of Chinese as a second language, analyze the types and causes of learners' errors, and put forward suggestions on the compilation and instructional design of teaching materials involving modal adverb "反正". Лексическая единица “反正” fǎnzhèng — это высокочастотное модальное наречие, сложное по особенностям употребления и представляющее значительную трудность для изучающих китайский язык как иностранный. В статье в качестве объекта исследования анализируются данные Китайского динамического лексического корпуса сочинений HSK, а также Межъязыкового лексического корпуса Цзинаньского университета. Автор исследует особенности использования наречия “反正” fǎnzhèng в письменной речи иностранцев, изучающих китайский язык, анализирует типы и причины ошибок в употреблении этой лексической единицы и предлагает способы составления и организации учебных материалов, связанных с обучением употреблению этого частотного модального наречия.

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Lipka, Orly. "Syntactic awareness skills in English among children who speak Slavic or Chinese languages as a first language and English as a second language." International Journal of Bilingualism 24, no. 2 (January 12, 2019): 115–28. http://dx.doi.org/10.1177/1367006918812186.

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Aims and objectives/purpose/research questions: The purpose of this study was to examine syntactic awareness skills in English, among two groups of children: native Chinese speakers and native Slavic (L1) speakers. Both groups were second language English (L2) speakers. Their syntactic awareness skills were compared to a matched sample of L1 English speakers. Design/methodology/approach: Eighty-six third grade students participated in the study, matched between language groups on the basis of age and gender, as well as academic achievements and word reading levels. Data and analysis: L1 English and L1 Slavic groups performed significantly better on the syntactic awareness task than did the L1 Chinese group. A close examination of specific syntactic constructions revealed that the L1 Chinese group did not perform as well as the other groups on past tense constructions, which do not exist in Chinese but do exist in Slavic languages. However, there were no between-group differences on superlative and comparative constructions, which exist in all three languages. Findings/conclusions: The results contribute to our knowledge about cross-linguistic influences between English, Slavic, and Chinese, showing that L1 Slavic facilitates the learnability of L2 English, while L1 Chinese impedes the learnability of L2 English. Originality: The originality of the study lies in the comparison of children from three different L1 groups, matched with respect to reading level. The examination of languages that are typologically different in their syntax is unique. Significance/implications: The results highlight the importance of taking the specific language backgrounds of L2 learners into consideration. Limitations: The current study did not include an assessment of L1 language proficiency among participants.

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He, Xiaoling, Haojiang Ying, and Sureenate Jaratjarungkiat. "Multimedia learning materials for second language learners." Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 55, no. 3 (December 31, 2020): 175–92. http://dx.doi.org/10.1075/csl.20013.he.

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Abstract As an important form of second language input, videos have been given much attention by both language teachers and SLA researchers. Second language learning videos typically come in two forms: live-action videos (with human actors in realistic settings) and animation videos. In this paper, we report on an empirical study on the relative merits of these two kinds of videos for beginning learners of Chinese. A total of 82 participants took part in this research as students in a Beginners’ Chinese Language course at a university in Singapore. Each participant attended four learning sessions, two of which being based on live-action videos and another two on animation videos. Post-tests showed that the efficacy of the two kinds of videos differed between students who had had richer community exposure to Mandarin before attending the course and students who did not have such exposure. The former group performed significantly better than the latter after attending live-video sessions. However, students in the latter group reported a preference for animation videos during the post-interviews due to the more well-controlled quality of the soundtracks (i.e., less noisy background).

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Hu, Xiaoling, and Chuanping Liu. "Restrictive relative clauses in English and Korean learners' second language Chinese." Second Language Research 23, no. 3 (July 2007): 263–87. http://dx.doi.org/10.1177/0267658307077642.

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This study investigates the second language (L2) acquisition of restrictive relative clauses (RRCs) in Chinese by two groups of learners speaking typologically different first languages (L1s): English and Korean. English RRCs, unlike those of Chinese, are head-initial whereas Korean RRCs, like those of Chinese, are head-final. The difference could be predicted to hinder English learners' acquisition of L2 RRCs but facilitate it for Korean learners. This prediction was not confirmed in this study, in fact the reverse was observed, and our data show contrasting patterns of acquisition between the two groups of learners. The English learners distinguished between target-like RRCs and non-target-like RRCs earlier than the Korean learners. A corresponding difference was observed for acquisition of resumptive pronouns. It is argued that where the L1 and the L2 share salient properties (such as head direction) restructuring of less salient features encoded in functional categories takes longer and may be persistently problematic. We suggest that the fact that Korean is more similar to Chinese (perhaps superficially, same head direction) leads learners not to restructure quickly, while the surface dissimilarity of English and Chinese gives rise to rapid restructuring in L2 grammars of learners.

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Oshita, Hiroyuki. "THE UNACCUSATIVE TRAP IN SECOND LANGUAGE ACQUISITION." Studies in Second Language Acquisition 23, no. 2 (June 2001): 279–304. http://dx.doi.org/10.1017/s0272263101002078.

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The distinction of two types of intransitive verbs—unergatives (with underlying subjects) and unaccusatives (with underlying objects)—may not exist at early stages of L2 acquisition, both being syntactically represented as unergatives. This idea, referred to here as the Unaccusative Trap Hypothesis, provides an elegant developmental account for a variety of seemingly unrelated syntactic phenomena in L2 English, Japanese, and Chinese. Target language input, structural constraints on natural language linking rules, and linguistic properties of a learner's L1s shape stages in the reorganization of the lexical and syntactic components of interlanguage grammars. Although nonnative grammars may initially override the structural constraints postulated as the Unaccusative Hypothesis (Burzio, 1986; Perlmutter, 1978) and the Uniformity of Theta Assignment Hypothesis (Baker, 1988), at later developmental stages some may still achieve conformity with the norms of natural languages.

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Journal articles on the topic 'Chinese as a second language'

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