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Journal articles on the topic 'Chinese language Conversation analysis'
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Liu, Daowei, and Yu Yin. "An Analysis of the Characteristics of Chinese Female College Students’ English Conversation." Theory and Practice in Language Studies 10, no. 4 (April 1, 2020): 395. http://dx.doi.org/10.17507/tpls.1004.07.
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This article analyzed the characteristics of Chinese female college students’ English conversation from the perspective of second language acquisition by using some theories of sociolinguistics and discourse analysis. After analysis, it was found that female students used hedges and intensifiers extensively in second language conversations. Additionally, the participants consciously maintained the face of their peers and made the conversation take place in an atmosphere of equality and solidarity. Through the use of deixis, the conversation was well organized and carried out smoothly. The participants changed their roles, gave and took the floors, and offered new information to prolong the conversation. Although female language had many characteristics, it cannot be fully reflected in this sample conducted in a second language.
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Temmy, Temmy. "A Brief Analysis on Constructivism Theories and Intermediate Chinese Conversation Teaching." Humaniora 4, no. 2 (October 31, 2013): 1266. http://dx.doi.org/10.21512/humaniora.v4i2.3570.
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Constructivism theories believe that learning process should be conducted under a specific condition, which is social and cultural background of the target language. Learner’s language ability is built through communication and activities that helps to shape meaningful construction. This theory has a very high impact on teaching conversation. This article discusses the Constructivism theory, its relation on learner’s word production, psychological mechanism and teaching intermediate conversation’s characteristics, as well as the feasibility and applicability of Constructivism theory in the process on teaching intermediate conversation.
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Wu, Ruey-Jiuan Regina. "Doing conversation analysis in Mandarin Chinese." Chinese Language and Discourse 7, no. 2 (December 14, 2016): 179–209. http://dx.doi.org/10.1075/cld.7.2.01wu.
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This article aims to introduce Conversation Analytic (CA) methods to the community of Chinese scholars, and especially to linguists who work with Mandarin Chinese and are just beginning to adopt CA methods in their work. I believe doing CA requires not only an understanding of its terminology but also a working knowledge of CA methods. To this end, rather than simply explaining CA methods abstractly, I offer the reader a glimpse of the research process in action by presenting data and findings of my own research and then taking the reader step-by-step through the analytic process — from initial observations of a candidate phenomenon, through the process of making a collection of cases, and finally explaining criteria for establishing an empirically-grounded finding. Special focus is placed on the importance of detecting “participants’ orientations to action” and the more difficult process of finding evidence for the phenomenon from nonconforming specimens.
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Shihabuzzaman, Md, and Tongtao Zheng. "Conversation Analysis of Chinese Language Teachers in Bangladeshi University Classroom." Chinese Studies 08, no. 01 (2019): 1–12. http://dx.doi.org/10.4236/chnstd.2019.81001.
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Zeng, Simin. "Second Language Learners' Strong Preference for Self-initiated Self-repair: Implications for Theory and Pedagogy." Journal of Language Teaching and Research 10, no. 3 (May 1, 2019): 541. http://dx.doi.org/10.17507/jltr.1003.18.
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This study employs a theoretical framework informed by Conversation Analysis to analyse the self-repairs of a particular group of teenage Chinese EFL learners. With an aim to report on the current development of the participants in using English socially in terms of managing repairs, this study explores their second language (L2) discourse in three communicative tasks. Audio-recorded conversations were analysed and searched for the four sequences of repair. Comparison of the participants' preference for repair sequence to native speakers shows that they can manage repairs and maintain conversation interactively and socially just as native speakers. This suggests that they should be treated as normal social beings in the language classroom and not to be interrupted by the teacher when troubles arise from conversational interaction. Thus, this study provides an account of the current development of these young learners in using the L2 interactively and socially, which holds implications for research on second language education as well as for classroom teaching.
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Hui, Huang, and Yanying Lu. "Interactions of cultural identity and turn-taking organisation." Chinese Language and Discourse 4, no. 2 (December 31, 2013): 229–52. http://dx.doi.org/10.1075/cld.4.2.03hua.
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Conversation Analysis (CA) has been used to reveal cultural groups with which an individual identifies him- or herself as interactants are found to practice identity group categories in discourse. In this study, a CA approach — the organisation of turn-taking in particular — was adopted to explore how a senior Chinese immigrant in Australia perceived her own identity through naturally occurring conversations with two local secondary school students, one being a non-Chinese-background English monolingual and the other a Chinese-background Cantonese-English bilingual. How the senior initiated and allocated her turns in four conversations is taken to reflect the way in which she perceived herself and her relationship with her interlocutor(s). The findings suggest that the senior’s cultural identity is not static but emerging and constructed in the conversations with her interlocutors over interactive activities. As such, this study contributes to our understanding of the nature of identity and the role of conversational interaction in negotiating cultural identities.
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Sukarto, Aprilia Ruby Wikarti, Elizabeth Renata, and Silvia Moira. "Contrastive Analysis between Chinese and Indonesian Phonology and Implementation on Conversation Class." International Journal of Culture and Art Studies 3, no. 1 (September 29, 2019): 1–14. http://dx.doi.org/10.32734/ijcas.v3i1.1390.
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This study aims to find out the phonological characteristics of Indonesian Language and Mandarin language, their impact and application in learning Chinese conversations. This study will use descriptive comparative methods and surveys. Based on the data obtained, there are differences in the pronunciation of single Indonesian and Chinese vowels, namely vowel [y], [ɣ], [i]. Mandarin has triftong, which is [iou], [iao]. The consonants of Indonesian and Mandarin have similarities, but the pronunciation is different. The consonant of Indonesian is not distinguished from no aspirations and aspirations, based on no voices and voices. In suprasegmental features, such as tons, intonation, pressure, pauses, Mandarin is one of the tonal languages, whereas Indonesian is not a tonal language. In Indonesian, the pressure functions to distinguish meaning in the sentence level, but does not distinguish meaning at the word level. Whereas in Mandarin, the pressure is divided into word pressure and sentence pressure. In Indonesian, intonation plays an important role when distinguishing the meaning of sentences. Whereas in Mandarin, the rules for pronunciation of intonation are not strict. Pause in Indonesian and Mandarin, marked by the use of signs. The results of this study can help teachers determine and use appropriate learning techniques so that they can help, facilitate the needs, demands, and goals of students in pronunciation.
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Hsu, Chan-Chia, and Shu-Kai Hsieh. "Identifying lexical bundles in Chinese." Language and Linguistics / 語言暨語言學 19, no. 4 (October 10, 2018): 525–48. http://dx.doi.org/10.1075/lali.00019.hsu.
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Abstract Recurrent word sequences, referred to as “lexical bundles”, may be structurally incomplete, but they serve important communicative functions. Despite the essential roles of lexical bundles in discourse, many methodological issues have been raised in the process of identifying lexical bundles, which is generally frequency-based. The present study identifies three-word and four-word bundles in Chinese conversation and news, and efforts are made to respond to methodological challenges encountered in previous studies. We employ a more sensitive dispersion measure, DP, and an internal association measure, G, which help filter out high-frequency word sequences with no identifiable function and reduce the workload of further manual interventions. An exploratory data analysis is then conducted to compare the distributional patterns of lexical bundles in Chinese conversation and news. In Chinese, both the type number and the density of lexical bundles are higher in conversation than in news. This appears to be a strong cross-linguistic tendency that reflects the real-time pressure speakers face in spontaneous speech. The exploratory data analysis also shows that the elements in Chinese bundles are closely associated with each other. This suggests that lexical bundles are useful phrasal units in Chinese discourse, and thus invites further investigations of how lexical bundles are used in Chinese.
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Tseng, Shu-Chuan. "Chinese disyllabic words in conversation." Chinese Language and Discourse 5, no. 2 (November 28, 2014): 231–51. http://dx.doi.org/10.1075/cld.5.2.05tse.
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This paper presents a study of segment duration in Chinese disyllabic words. The study accounts for boundary-related factors at levels of syllable, word, prosodic unit, and discourse unit. Face-to-face conversational speech data annotated with signal-aligned, multi-layer linguistic information was used for the analysis. A series of quantitative results show that Chinese disyllabic words have a long first syllable onset and a long second syllable rhyme, suggesting an edge effect of disyllabic words. This is in line with disyllabic merger in Chinese that preserves the onset of the first syllable and the rhyme of the second syllable. A shortening effect at prosodic and discourse unit initiation locations is due to a duration reduction of the second syllable onset, whereas the common phenomenon of pre-boundary lengthening is mainly a result of the second syllable rhyme prolongation including the glide, nucleus, and coda. Morphologically inseparable disyllabic words in principle follow the “long first onset and long second rhyme” duration pattern. But diverse duration patterns were found in words with a head-complement and a stem-suffix construction, suggesting that word morphology may also play a role in determining the duration pattern of Chinese disyllabic words in conversational speech.
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Wang, Junqing, and Junli Wu. "Conversation Code-switching in Class with Chinese as Foreign Language." Theory and Practice in Language Studies 6, no. 4 (April 5, 2016): 894. http://dx.doi.org/10.17507/tpls.0604.30.
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This study focused on the function, forms, and frequency of conversation code-switching used by bilinguals in the class with Chinese as foreign language. Qualitative questionnaire and quantitative conversation audio data were collected and analyzed among 56 teachers and 315 overseas students as participants in the study. The questionnaire and data conversation analysis showed both teachers and students were free to use their L1 or L2 according to their own needs and desires, which meant code-switching was not as directly related to the target language proficiency as expected. Instead, it could be a strategy for successful class communication to repair trouble source in listening, understanding or expressing. In some cases, code-switching could be a turn mark to initiate a new turn or remind other participants to be attentive to catch the utterance at the possible transition relevant space (TRS). It also found code-switching between L2 and L1 possibly meant some trouble source initiated repair in understanding, expression or interaction especially in foreign language class conversation. Finally, neither teacher nor students meant to prefer L1 or L2, they preferred to switch to the appropriate language in sequence organization to make sure the class interaction could be carry on smoothly.
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Jie, Xiaoping. "A Case Study of Code-switching in a City of East China." Ethical Lingua: Journal of Language Teaching and Literature 4, no. 1 (February 20, 2017): 1–10. http://dx.doi.org/10.30605/ethicallingua.v4i1.294.
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This study attempts to observe how natives of different age groups in a city of south-east China switch between Putonghua (Mandarin Chinese), the H language variety, and the local dialect, the L variety, the linguistic features of different CS patterns, and the function of the H variety in conversation. Topics of the participants’ conversations ranged from family to friends, neighborhood, games, movies, computers and business. Data analysis shows that the participants mainly use the local dialect and Putonghua in their daily conversation, while English and other dialects in China like Cantonese and Dongbeihua (Dialect in north-east China) are also used.
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Zhao, Yurong, and Yang Zhao. "A corpus-based discourse analysis of conversational storytelling in Chinese adults." Chinese Language and Discourse 5, no. 1 (September 12, 2014): 53–78. http://dx.doi.org/10.1075/cld.5.1.03zha.
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This paper presents a corpus-based analysis of the nature of spontaneous storytelling activity in daily conversation. Based on both the structural and interactional views of oral narrative, we propose to add another perspective, arguing that conversational storytelling is a three-dimensional construct, with narrative, interactive and cognitive functions performed simultaneously in the context of social communication. The study has recorded 15 pieces of casual talks by 11 adult native speakers of Chinese and extracted 87 stories altogether. From the data, we observe that in the process of conversational narratives, (1) narration is achieved interactively, with the narrative sequence, story structure and even tellership all framed by communicative needs; (2) interactional activities, such as self-image building, interpersonal work and social-cultural practice are engaged in; (3) intersubjective social cognition is also achieved as personal experience becomes shared and cooperatively interpreted.
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Xiao, Qin, and Pratomo Widodo. "CONTRASTIVE ANALYSIS OF PARTICLES IN CHINESE AND INDONESIAN LANGUAGE." LITERA 18, no. 3 (November 19, 2019): 361–78. http://dx.doi.org/10.21831/ltr.v18i3.24223.
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In Chinese and Indonesian, particles are often used and occupying an important place specifically in daily conversation. The study distinguishes ways of using particles in order to propose suggestions that can be useful for Chinese learners in Indonesia. In this article, the author describe the four pairs of particles to compare the similarities and differences in terms of syntax, semantics, pragmatics and analyzing the types and reasons in particle’s using error for Indonesian learners based on corpus HSK. Where the data sources are the examples of a sentence containing particles, the technique of data collection is the technique of reading and taking notes, and the instrument is a human instrument. The authors found that the four pairs of particles have similarities and differences in syntax, semantics and pragmatics: all of them can be used at the end and middle of the sentence, but not all can be used with other particles; all the pairs can translate to one another and can also be translated into other particles or adverbs, but there are some particles sometimes don’t need to be translated; in different contexts, the four pairs of modal particles have different pragmatic functions. Keywords: particle, Chinese, Indonesian, contrastive analysis
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Liu, Binmei. "contrastive study of discourse markers used by native and Chinese L2 English speakers across speech context." East Asian Pragmatics 2, no. 1 (April 28, 2017): 101–26. http://dx.doi.org/10.1558/eap.33278.
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Discourse markers (DMs) are difficult even for advanced L2 speakers compared with L1 speakers because of their special linguistic features. The influence of contextual factors on the use of DMs has not been examined in detail in the literature. The present article investigates the impact of speech contexts (interview vs conversation) on the use of DMs by native and advanced Chinese speakers of English. Data for the study were gathered using individual sociolinguistic interviews and group conversations. A quantitative analysis revealed that native English speakers used and and just more frequently in the interviews than in the conversations at a significant level; the Chinese speakers of English used oh, ok, and uh huh significantly more often in the conversations than in the interviews. A qualitative analysis showed that the functions of well varied across the contexts by both groups. The article further analyses the reasons for these differences: they can be due to different functions of individual markers across contexts or influence of L2 speakers’ native language (Mandarin Chinese), etc. The results indicate that the advanced L2 English speakers may not have acquired some DMs used by the native English speakers in terms of frequency and functions across the speech contexts. The article suggests that explicit instruction of functions of DMs which are difficult for L2 speakers of English can be strengthened in EFL/ESL (English as a foreign/second language) classrooms.
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Yang, Ping. "Nonverbal aspects of turn taking in Mandarin Chinese interaction." Chinese Language and Discourse 2, no. 1 (May 27, 2011): 99–130. http://dx.doi.org/10.1075/cld.2.1.09yan.
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This paper examines the nonverbal aspects of turn taking system in Mandarin Chinese talk-in-interaction. Based on the audio and video data collected from real conversational settings in Chinese universities, this project uses conversation analysis (CA) theory to analyze how university-educated Mandarin Chinese speakers utilize various nonverbal resources with reference to turn yielding, turn up-taking and turn maintaining strategies to achieve effective interpersonal communication . The research results show that the current speaking party (SP) and listening party (LP) use nonverbal tokens such as hand drop in yielding turns, gaze and touch in taking up turns, and non-gaze, thinking face and finger count in maintaining turns. Understanding of these nonverbal cues employed can help prospective intercultural communicators interact with Mandarin Chinese speakers more effectively and successfully.
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Carstens, Sharon, and Lay Hoon Ang. "Conversational Code Switching." Asian Journal of Social Science 47, no. 4-5 (November 19, 2019): 508–33. http://dx.doi.org/10.1163/15685314-04704005.
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Abstract The mixing of three or more languages in casual conversations, a hallmark of Chinese Malaysian informal speech, expresses a range of sociological and ideological meanings in the ongoing construction of Chinese Malaysian heteroglossic identities. While code-switching patterns sometimes mark different speaker positions, they also express broader language identities and ideologies that transcend individual conversations. This is especially clear when analysing the relative frequency and semantic domains of single lexeme mixing, where English is mostly used for consumer culture, Malay for place names and personal names, and Chinese topolects for expressing emotion. Detailed analysis of 12 adult conversations recorded in natural settings in diverse regions of Malaysia is corroborated by language attitudes expressed in focus groups, Facebook posts, and informal conversations and interviews, revealing the diverse and sometimes contending language ideologies linked to specific languages in the Chinese Malaysian setting.
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Fu, Liang. "Displaying recipiency in doctor-patient conversations." Chinese as a Second Language Research 7, no. 1 (April 25, 2018): 79–110. http://dx.doi.org/10.1515/caslar-2018-0004.
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AbstractA doctor’s ability to communicate with patients to ensure high-quality health care and the limited spoken materials available to teach this ability in a Chinese for Medical Purpose class call for teaching pedagogies that include authentic doctor-patient conversations to allow the access to the type of language data that properly define language use in medical professional settings. This paper introduces a teaching lesson for a Chinese for Medical Purpose course in which students are provided with a real doctor-patient conversation and guided to explore the doctor’s various ways of displaying recipiency of information from the patient as well as the socio-cultural meanings behind them. Six in-class and out-of-class activities are described in detail which include reflection on English recipient styles, comparison and analysis of Chinese and English spoken data, discussion on the social-cultural meanings and application of the learned recipient styles in oral practice. Issues and recommendations of designing and implementing the lesson plan as well as the outcomes of the lesson are discussed.
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Farini, Federico. "The Pragmatics of Emotions in Interlinguistic Healthcare Settings." Research in Language 11, no. 2 (June 30, 2013): 163–87. http://dx.doi.org/10.2478/v10015-012-0025-5.
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Data-based studies on interlinguistic medical interaction show that frequently migrant patients encounter difficulties in expressing their emotions and concerns. Such difficulties are not always overcome through the intervention of an interpreter, as emotional expressions tend to “get missed” in translations which focus on problems and treatments in medical terms. The main question addressed here is: what types of interpreters’ actions cut out, or make relevant, migrant patients’ emotions? Our data is based on a corpus of 300 interlinguistic medical interactions in Arabic, Mandarin Chinese and Italian in two public hospitals in Italy. The conversations involve one Italian healthcare provider, an interpreter and a migrant patient. The corpus is analyzed drawing upon Conversation Analysis, studies on Dialogue Interpreting and Intercultural Pragmatics.
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He, Agnes Weiyun. "Toward an Identity Theory of the Development of Chinese as a Heritage Language." Heritage Language Journal 4, no. 1 (September 30, 2006): 1–28. http://dx.doi.org/10.46538/hlj.4.1.1.
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This paper proposes an identity theory of Chinese as a Heritage Language (hereafter CHL) development, based on the characteristics of the Chinese as a Heritage Language learner and drawing insights from Language Socialization, Second Language Acquisition, and Conversation Analysis. It posits that CHL development takes place in a three-dimensional framework with intersecting planes of time, space, and identity. Temporally, CHL development recontextualizes the past, transforms the present and precontextualizes the future. As such, it fosters rooted world citizenry with appreciation of and competence in Chinese language and culture. Spatially, it transforms local, independent communities into global, interdependent communities. A learner’s CHL development depends on the degree to which s/he is able to find continuity and coherence in multiple communicative and social worlds in time and space and to develop hybrid, situated identities and stances.
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Gilkerson, Jill, Yiwen Zhang, Dongxin Xu, Jeffrey A. Richards, Xiaojuan Xu, Fan Jiang, James Harnsberger, and Keith Topping. "Evaluating Language Environment Analysis System Performance for Chinese: A Pilot Study in Shanghai." Journal of Speech, Language, and Hearing Research 58, no. 2 (April 2015): 445–52. http://dx.doi.org/10.1044/2015_jslhr-l-14-0014.
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Purpose The purpose of this study was to evaluate performance of the Language Environment Analysis (LENA) automated language-analysis system for the Chinese Shanghai dialect and Mandarin (SDM) languages. Method Volunteer parents of 22 children aged 3–23 months were recruited in Shanghai. Families provided daylong in-home audio recordings using LENA. A native speaker listened to 15 min of randomly selected audio samples per family to label speaker regions and provide Chinese character and SDM word counts for adult speakers. LENA segment labeling and counts were compared with rater-based values. Results LENA demonstrated good sensitivity in identifying adult and child; this sensitivity was comparable to that of American English validation samples. Precision was strong for adults but less so for children. LENA adult word count correlated strongly with both Chinese characters and SDM word counts. LENA conversational turn counts correlated similarly with rater-based counts after the exclusion of three unusual samples. Performance related to some degree to child age. Conclusions LENA adult word count and conversational turn provided reasonably accurate estimates for SDM over the age range tested. Theoretical and practical considerations regarding LENA performance in non-English languages are discussed. Despite the pilot nature and other limitations of the study, results are promising for broader cross-linguistic applications.
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Quan, Lihong, and Jinlong Ma. "A study of repeat-formatted repair initiations in Mandarin Chinese conversation." Chinese Language and Discourse 10, no. 2 (December 31, 2019): 158–86. http://dx.doi.org/10.1075/cld.18014.qua.
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Abstract Using the methodology of Conversation Analysis (or CA), this study examines three types of other-initiated repair initiators (henceforth OIs) that repeats some element in the trouble-source (henceforth repeats) in Chinese conversation: repeats suffixed with question particles ma (吗), repeats suffixed with question particles a (啊), and question-intonated repeats. It attempts to explore the differences between these typical formats, in terms of their forms/functions and the epistemic stance of the speaker who initiates repair. The main research findings indicate that question-intonated repeat implements an understanding check while repeat suffixed with question particles (ma or a) tends to serve different functions, in that, ma-suffixed repeat is inquiry-implicated while a-suffixed repeat contributes to constructing surprise, (dis)agreement or (dis)belief.
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Tsyrenova Maria I., Maria I. "The Russian language teaching in China: problems and prospects (from the experience at Jiangsu normal university)." Problems of Modern Education (Problemy Sovremennogo Obrazovaniya), no. 3, 2020 (2020): 132–41. http://dx.doi.org/10.31862/2218-8711-2020-3-132-141.
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The article deals with the recent situation in which teaching of the Russian language is in China. It identifies problems, prospects and further trends of development, substantiates the relevance of the topic. The data presented in the text is based on the analysis of theoretical and practical studies carried out by both Russian and Chinese teachers of Russian, conducted for over the latest 5 years in the conditions of the linguistic and non-linguistic environment as well as in a conversation held among teachers who had working experience in Chinese universities, and the author’s own observations and personal experience of teaching in Jiangsu Normal University. The conclusions may be interesting both for teachers of the Russian language working or intending to work in China, as well as for all teachers of Russian.
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Luke, K. K., and Wei Zhang. "Insertion as a self-repair device and its interactional motivations in Chinese conversation." Chinese Language and Discourse 1, no. 2 (December 10, 2010): 153–82. http://dx.doi.org/10.1075/cld.1.2.01luk.
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Conversational repair has been studied for its organizational features, relationship with syntax, and interactional functions. This paper focuses on one particular type of same-turn self-repair, namely, insertions. Examining in detail a collection of insertions culled from a corpus of naturally occurring conversational data in Mandarin Chinese, an investigation has been carried out on the forms and functions of insertions in their sequential contexts. In terms of form and organization, two kinds of insertion are identified: local and global. ‘Local’ insertions operate on trouble-sources located within NPs, VPs, and sentences, achieving in most cases the modification of a reference or a predication. ‘Global’ insertions tend to be used to supplement a narrative with background information designed to make the point of the narrative more readily understood or better appreciated by the recipient. An in-depth analysis of insertions in their situational and sequential contexts reveals a variety of interactional motivations, including facilitating the recognizability of references, doing alignment and identity work, contributing to the construction of accounts, and providing backgrounding information in the delivery of narratives.
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Bharti, Santosh Kumar, Reddy Naidu, and Korra Sathya Babu. "Hyperbolic Feature-based Sarcasm Detection in Telugu Conversation Sentences." Journal of Intelligent Systems 30, no. 1 (July 3, 2020): 73–89. http://dx.doi.org/10.1515/jisys-2018-0475.
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AbstractRecognition of sarcastic statements has been a challenge in the process of sentiment analysis. A sarcastic sentence contains only positive words conveying a negative sentiment. Therefore, it is tough for any automated machine to identify the exact sentiment of the text in the presence of sarcasm. The existing systems for sarcastic sentiment detection are limited to the text scripted in English. Nowadays, researchers have shown greater interest in low resourced languages such as Hindi, Telugu, Tamil, Arabic, Chinese, Dutch, Indonesian, etc. To analyse these low resource languages, the biggest challenge is the lack of available resources, especially in the context of Indian languages. Indian languages are very rich in morphology which pose a greater challenge for the automated machines. Telugu is one of the most popular languages after Hindi among Indian languages. In this article, we have collected and annotated a corpus of Telugu conversation sentences in the form of a question followed by a reply for sarcasm detection. Further, a set of algorithms are proposed for the analysis of sarcasm in the corpus of Telugu conversation sentences. The proposed algorithms are based on hyperbolic features namely, Interjection, Intensifier, Question mark and Exclamation symbol. The achieved accuracy is 94%.
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Wang, Yu-Fang, Mei-Chi Tsai, Wayne Schams, and Chi-Ming Yang. "Restrictiveness, exclusivity, adversativity, and mirativity." Chinese Language and Discourse 4, no. 2 (December 31, 2013): 181–228. http://dx.doi.org/10.1075/cld.4.2.02wan.
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Mandarin Chinese zhishi (similar to English ‘only’), comprised of the adverb zhi and the copula shi, can act as an adverb (ADV) or a discourse marker (DM). This study analyzes the role of zhishi in spoken discourse, based on the methodological and theoretical principles of interactional linguistics and conversation analysis. The corpus used in this study consists of three sets of data: 1) naturally-occurring daily conversations; 2) radio/TV interviews; and 3) TV panel discussions on current political affairs. As a whole, this study reveals that the notions of restrictiveness, exclusivity, and adversativity are closely associated with ADV zhishi and DM zhishi. In addition, the present data show that since zhishi is often used to express a ‘less than expected’ feeling, it can be used to indicate mirativity (i.e. language indicating that an utterance conveys the speaker’s surprise). The data also show that the distribution of zhishi as an adverb or discourse marker depends on turn taking systems and speech situations in spoken discourse. Specifically, the ADV zhishi tends to occur in radio/TV interviews and TV panel news discussions, while the DM zhishi occurs more often in casual conversations.
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Xia, Dengshan, and Chun Lan. "(Im)politeness at a Chinese dinner table: A discursive approach to (im)politeness in multi-party communication." Journal of Politeness Research 15, no. 2 (July 26, 2019): 223–56. http://dx.doi.org/10.1515/pr-2016-0056.
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Abstract This article presents a detailed analysis of (im)politeness in a naturally occurring multi-party conversation and in doing so challenges the theoretical premise of dyadic communication in traditional politeness research. Informed by the classical theories of Leech (1983) and Brown and Levinson (1987), traditional politeness research has largely been framed in the dyadic model of communication, without taking into full consideration the influence of other participants. Following a number of discursive theorists, we propose that (im)polite utterances are not always addressed exclusively at one hearer or one party of hearers. More often than not, the other parties present exert considerable influence on the design and interpretation of (im)polite utterances as well. Our analyses of three extracts of a multi-party conversation from a Chinese dinner table demonstrate that in a triad involving a relational coalition of two participants, the (im)politeness in some speech acts can be extended or transformed in specific contexts. In particular, a compliment directed at one member of the coalition tends to be polite at the same time to the other member; and a criticism between the coalition members may be polite to the third party under some circumstances. It is argued that the extension and transformation of (im)politeness in a multi-party context are culturally motivated and conditioned by the interpersonal relationships among the different parties. The study points to the need for further research on (im)politeness in a multi-party context.
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Li, Xiaoshi. "Stylistic variation in L1 and L2 Chinese." 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 52, no. 1 (August 18, 2017): 55–76. http://dx.doi.org/10.1075/csl.52.1.03li.
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Abstract This study examines stylistic variation patterns in L1 and L2 Chinese, focusing on two linguistic structures: morphosyntactic particle DE and subject pronoun. The data were from thirteen native speakers, four Chinese instructors, twenty-three L2 Chinese learners, and four Chinese textbooks. Results from variation analysis with frequency description show four general patterns. First, instructors used overt forms of stylistic variants in class significantly more frequently than native speakers did in conversations. Second, learners tended to overuse the overt forms compared with their native speaker peers. Third, learner patterns of stylistic variation aligned closely with those of their teachers. Finally, unlike teacher input, textbook input demonstrated mixed results compared with learner patterns. For DE use, learners’ patterns aligned significantly with those in textbooks, but did not for subject pronoun use. The implications for stylistic variation in conversational and written Chinese are discussed and suggestions are offered for Chinese and foreign language instruction.
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Kinginger, Celeste, and Sheng-Hsun Lee. "The dialects of control and connection in the study abroad homestay." Study Abroad Research in Second Language Acquisition and International Education 4, no. 1 (February 28, 2019): 19–44. http://dx.doi.org/10.1075/sar.17014.kin.
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Abstract As in every conversation, negotiation for control and connection is at the heart of communication in the study abroad homestay. Finding a comfortable footing on the control-and-connection continua (i.e., closeness versus distance, and hierarchy versus equality) is both a product and a process of language learning in the homestay. Drawing on interviews of all parties and recordings of homestay interactions, we present the dialectical interplay of control and connection through analysis of conversational narratives recounted at Chinese homestay dinner tables. We recruit Wertsch’s (1998) notion of mediated action to show how stories, as cultural tools, were employed by the hosts and students to construct moral injunctions and to cultivate closeness through mutual caring (guānxīn), affective gratification (qièyì), and attentiveness (tiēxīn). Findings of the study challenge assumptions about homestay communication as a power struggle only and underscore the importance of teaching students to appreciate the value of interpersonal exchange in homestay settings.
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Song, Zuoyan, and Hongyin Tao. "A unified account of causal clause sequences in Mandarin Chinese and its implications." Studies in Language 33, no. 1 (January 9, 2009): 69–102. http://dx.doi.org/10.1075/sl.33.1.04son.
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Causal clauses introduced by yīnwèi in Chinese can have either an initial position or a final position with regard to the main clause. While traditional grammars have treated the initial sequence as the default form, numerous discourse-based studies have shown just the opposite. However, few have attempted to explain why both sequence orders exist and why they have skewed distribution patterns across discourse registers. In this paper we use a telephone conversation corpus and a written Chinese corpus as data and provide a comprehensive analysis of the usage patterns. Our main findings are that final and initial causal clause sequences are ostensibly two different linguistic constructions, functioning as an interactional device and an information-sharing device, respectively. Quantitative distributional disparities are seen as a function of the discourse utilities of the linguistic devices in question and the communicative demands of different registers. From a cross-linguistic perspective, our findings raise questions about the ways in which universal and language-specific properties of clause sequencing can be better understood.
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Yao, Xue-li, and Wen Ma. "Question resistance and its management in Chinese psychotherapy." Discourse Studies 19, no. 2 (February 1, 2017): 216–33. http://dx.doi.org/10.1177/1461445617695700.
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From the tape-recording of naturally occurring Chinese psychotherapy sessions, this article explores how repeated occurrences of resistance are managed in the course of interactional sequences and the participants’ actions within these sequences. By employing the methods of conversation analysis, we discuss the main discursive strategies employed by the clients to express their resistance and investigate how the therapist manages this. We find that clients show their resistance to the therapist’s questions in four ways: keeping silence, providing minimal response, making non-answer responses, and being over-talkative. Persistent asking is the main technique we identify in the data for the therapist to manage the resistance; in the meantime, asking questions in a stepwise way, making requests after facing resistance to questions, active retreating and reformulating of the client’s words are employed as subsidiary techniques. The successful management of resistance leads to a smooth sequential development of the psychotherapy, while inappropriate strategies might result in a halt or even breakdown of the therapeutic work. In psychotherapy, resistance is a result of the shared interaction between client and therapist. It is such a complex issue that, in order to understand and manage it, we also take into consideration the broader social and cultural context in which it occurs.
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Yang, Ruowei, and Xing Zhang. "Sorry Used by L2 Adult Learner: Managing Learning Opportunity and Interpersonal Relationship in Classroom Interaction." International Journal of English Linguistics 8, no. 2 (December 23, 2017): 48. http://dx.doi.org/10.5539/ijel.v8n2p48.
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This study investigates functions of sorry in L2 Chinese classroom interactions through the conversation analysis approach with an aim to investigate the relationship between sorry and L2 learning and possible functions of sorry in managing interpersonal relationships in classroom interactions. Through analysis of 36 hours’ video-recorded classroom interaction, this research shows that the non-apologetic sorry could be employed by adult learners to obtain various learning opportunities, such as active participation, production of appropriate responses, active use of target language, and attempts to solve problems that are not designed in the teaching agenda. Moreover, sorry could be used as a strategy for constructing polite co-operation and to mitigate possible offenses against tutors during classroom interactions, as well as to manage interpersonal relationships based upon the theoretical framework of politeness. Findings from this study can also help us understand how sorry serves pragmatic purposes for L2 classroom interaction and provide us with pedagogical implications for L2 learning and teaching. Future studies need to examine sorry as used by L2 learners in conversational turns other than the same turn, as well as at different positions of a turn, to provide evidence for its functions in classroom interaction.
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Chan Wook Park. "On the Problem Introducing Concepts of Language Change and Language Function into the Chinese Education of Korea: Analysis on kan in the Conversation Textbooks as an Example." Journal of Chinese Cultural Studies ll, no. 30 (November 2015): 203–34. http://dx.doi.org/10.18212/cccs.2015..30.009.
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Blum, Susan D. "Naming practices and the power of words in China." Language in Society 26, no. 3 (September 1997): 357–79. http://dx.doi.org/10.1017/s0047404500019503.
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ABSTRACTThis article examines use of kinship terms, pronouns, and proper names in China, in an overall framework termed “naming” that demonstrates the performative power of uttering relational terms, especially by the junior in the relationship. It also describes the prototypical routine of introductions, which consist of three participants, in contrast to the more typical conversation in Western analysis which posits two participants. In this three-party exchange, the animator is not the author of the words, but rather the willing and necessary namer of the relationship. Finally, it situates this performative function of naming within a general discussion of language ideology in Chinese society, in which signifiers and their homophones are seen as somehow inseparable from the signifieds. (Naming, speech act theory, ideology, kinship, China)
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Tao, Hongyin, M. Rafael Salaberry, Meng Yeh, and Alfred Rue Burch. "Using authentic spoken language across all levels of language teaching: Developing discourse and interactional competence." Chinese as a Second Language Research 7, no. 1 (April 25, 2018): 1–13. http://dx.doi.org/10.1515/caslar-2018-0001.
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AbstractThis 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.
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Ma, Yue, Laura Jonsson, Tianli Feng, Tyler Weisberg, Teresa Shao, Zixin Yao, Dongming Zhang, et al. "Variations in the Home Language Environment and Early Language Development in Rural China." International Journal of Environmental Research and Public Health 18, no. 5 (March 6, 2021): 2671. http://dx.doi.org/10.3390/ijerph18052671.
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The home language environment is critical to early language development and subsequent skills. However, few studies have quantitatively measured the home language environment in low-income, developing settings. This study explores variations in the home language environment and child language skills among households in poor rural villages in northwestern China. Audio recordings were collected for 38 children aged 20–28 months and analyzed using Language Environment Analysis (LENA) software; language skills were measured using the MacArthur–Bates Mandarin Communicative Developmental Inventories expressive vocabulary scale. The results revealed large variability in both child language skills and home language environment measures (adult words, conversational turns, and child vocalizations) with 5- to 6-fold differences between the highest and lowest scores. Despite variation, however, the average number of adult words and conversational turns were lower than found among urban Chinese children. Correlation analyses did not identify significant correlations between demographic characteristics and the home language environment. However, the results do indicate significant correlations between the home language environment and child language skills, with conversational turns showing the strongest correlation. The results point to a need for further research on language engagement and ways to increase parent–child interactions to improve early language development among young children in rural China.
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Novita, Sherly, Dwi Widayati, and Bahagia Tarigan. "THE SOUND CORRESPONDENCE OF TEOCHEW, HAKKA, AND CANTONESE." HUMANIKA 27, no. 2 (December 2, 2020): 105–21. http://dx.doi.org/10.14710/humanika.v27i2.33140.
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This research is based on a theory in Historical Comparative Linguistics. This theory is also called a diachronic theory, which involves the analysis of the form and regularity of changes in common languages such as those accompanied by sound changes. The objects of the research are Teochew (TC), Hakka (HK), and Cantonese (CO) dialects used in Medan city. These three dialects are categorized into the Sino-Tibetan family. Sino-Tibetan (ST) as one of the largest language families in the world, with more first-language speakers than even Indo-Europeans, is having more than 1.1 billion speakers of Sinitic (the Chinese dialects) constitute the world's largest speech community. According to STEDT (Sino-Tibetan Etymological Dictionary and Thesaurus), Chinese is considered as a Sino-Tibetan language family. The research method used is the qualitative method. The data collection method and technique used to refer to the conversation method with the techniques of recording and writing. The data were analyzed using the qualitative method of glottochronology. The result of the research shows that TC, HK, and CO were related in terms of sound correspondences and were separated thousands of years ago. TC and HK were related and both corresponded identically one similar vowel, one similar consonant, and one different phoneme, and one similar syllable. TC and CO were related and both corresponded to one similar vowel, one similar vocalic cluster, one similar consonant, and one different phoneme, and one similar syllable. HK and CO were related and both corresponded identically, one similar vowel, one similar consonant, one different phoneme, one different vocalic cluster, and one similar syllable. From all the findings and discussion in this research, the writer has concluded that HK and CO are the closest dialects among the three compared dialects.
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Tsvetkov, Dmitrii V. "Hand-written Russian-Chinese Dictionary from Collection of the Library of the Russian Academy of Sciences." Vestnik of Saint Petersburg University. Asian and African Studies 12, no. 4 (2020): 480–89. http://dx.doi.org/10.21638/spbu13.2020.401.
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This article is dedicated to the analysis of a hand-written Russian-Chinese dictionary kept in the Manuscript Research Department of the Library of the Russian Academy of Sciences. The author identifies the principles of compilation that were used in the dictionary, and discovers the purpose of its compilation. The manuscript was gathered by Illarion K. Rossokhin, one of the first Russian teachers and translators of Chinese and Manchu. While in China, Rossokhin not only studied Chinese and Manchu languages, but also taught Russian language at a special school for Chinese officials. In this article, the author attempts to establish when the dictionary was written. As a result of the study, it was suggested that the compilation of the dictionary could have been started in China and finished in Russia. It was found that the manuscript does not have a unified structure. There are many repetitions and it is possible to note a tendency to group words according to thematic characteristics. The manuscript can be separated into three parts: the first part where there is some effort to group words in an unified structure; in the second part we can see a normal grouping in a unified order without titles; in the third part thematic paragraphs have titles. Creating a dictionary that was convenient for use by people who studied the Chinese language is one the possible reasons for utilizing a thematic structure. It is clear that dictionary was influenced by Chinese “category dictionaries” (leishu). The author’s analysis of the dictionary shows that it was used to teach conversational Chinese and it could also have been a source of information on the basics of Chinese grammar.
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Duffy, Gavan, and Evelyn Goh. "Testing sincerity." Journal of Language and Politics 7, no. 1 (May 26, 2008): 1–30. http://dx.doi.org/10.1075/jlp.7.1.01duf.
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In strategic contexts actors may costlessly renege on verbal commitments. Many analysts consequently reject negotiation talk as an empirical basis for examining political interaction. They focus on deeds (e.g., missile deployments, troop movements, defense expenditures), which more likely than cheap talk signal sincere intent. Dialogical or pragmatic analysts, however, apply tools of linguistics and formal logic in systematic examinations of negotiation talk. They finesse the problem of insincerity by imposing upon themselves the burden of showing the consistency of actors possibly insincere utterances with their interests and prior commitments. We present a dialogical analysis of the initial conversations between US Secretary of State Henry Kissinger and Chinese leaders in February of 1973. The Chinese leaders test Kissingers sincerity by attempting to trap him in contradictions or drive him into implausible conversational commitments. This practice lends support to the heuristic proposed by dialogical/pragmatic analysts for finessing the problem of insincerity.
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Drew, Paul, Elizabeth Holt, and Hiroko Tanaka. "Introduction." East Asian Pragmatics 2, no. 2 (November 29, 2017): 135–39. http://dx.doi.org/10.1558/eap.34938.
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We are pleased to have this opportunity of publishing together a collection of studies of the use of East Asian languages (principally Chinese/Mandarin, Japanese, and Korean) in naturally occurring interactions of one kind or another. We hope that this special issue, and one to follow in the next volume of East Asian Pragmatics, will bring to a wider linguistics/pragmatics audience an appreciation of the breadth and vitality of research being conducted from a conversation analytic perspective, and that through these studies, readers who are unfamiliar with conversation analysis (CA) will come to understand what CA has to offer. We should make it clear right away that we solicited these contributions from scholars we knew were doing important and novel work on interactions in their respective languages, using CA to address significant topics and issues in pragmatics. There were so many more scholars we might have approached, if only the editors had allowed us another five special issues! But this selection of articles (which have been thoroughly peer reviewed) offers at least an entry into the wealth of CA research which is currently being done in the field of East Asian languages
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Xu, Xin. "China ‘goes out’ in a centre–periphery world: Incentivizing international publications in the humanities and social sciences." Higher Education 80, no. 1 (December 13, 2019): 157–72. http://dx.doi.org/10.1007/s10734-019-00470-9.
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AbstractThe current expansion of English language publishing by scholars from China is supported by national and university policies, including monetary and career incentives to publish in English. These incentives, which extend to work in the humanities and social sciences (HSS, the focus of this paper) as well as the sciences and technologies, are situated in evolving strategies of internationalization. China has moved from an internationalization strategy simply based on learning from the West, to a ‘going out’ strategy designed to both lift domestic research capacity and advance China’s influence in the world. However, the ‘going out’ strategy nonetheless embodies ambiguities and dilemmas. The world of academic knowledge is not a level playing field but more closely approximates the centre–periphery dynamic described in world systems theory. This study explores the influence of publication incentives in the context of a centre–periphery world. It draws on analysis of 172 institutional incentive documents and interviews with 75 HSS academics, university senior administrators, and journal editors. The study identifies practices within China’s HSS that reproduce centre–periphery relationships. By focusing on international publications, Chinese universities run the risk of downplaying Chinese-language publications and adopting standards and norms from global centres to assess domestic knowledge production. These could result in creating knowledge from and about China primarily in Western terms without adding a distinctive Chinese strand to the global conversation. Nonetheless, the study also identifies alternative dynamics that challenge the existing power hierarchies in global HSS, highlighting indigenous knowledge and the need to pluralize global knowledge production.
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Zhang, Yibin, and Jing Zhou. "Building a norm-referenced dataset for vocabulary assessment based on Chinese vocD and word classes." Journal of Chinese Writing Systems 4, no. 1 (January 29, 2020): 5–17. http://dx.doi.org/10.1177/2513850219894077.
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Exploration of trajectories of expressive language samples is essential for understanding potential indicators for language disorder assessment. This study examined conversational language samples from 341 typically developing Mandarin-speaking children aged 3–7. Through analysis of lexical diversity and word classes, a norm-referenced dataset for vocabulary assessment was built, including indicators such as vocD and the types and tokens of nouns, verbs, measures, adverbs, conjunctions and prepositions. As norm-referenced indicators for the language development of children speaking Mandarin, these developmental data could also inform clinical therapists about the direction of intervention for children with vocabulary deficits.
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Yang, Chunsheng. "Tone errors in scripted conversations of L2 Mandarin Chinese." Chinese as a Second Language Research 5, no. 1 (May 1, 2016): 63–86. http://dx.doi.org/10.1515/caslar-2016-0003.
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AbstractThis study examines the acquisition of Mandarin tones by American English speaking second language (L2) learners. Three types of tone sequences, namely, compatible tone sequences, conflicting tone sequences, and other tone sequences, were used. The analysis of tone errors in different tone sequences showed that, while learners seemed to have acquired the Tone 3 and its sandhi, they tended to over-apply the sandhi rule in inappropriate contexts and produced tone errors. More importantly, the low and rising tones, which are generally difficult for L2 learners to produce, were the most frequent tones produced to replace other tones. More specifically, the low tone errors tended to occur at the phrase-medial position, while the rising tone errors tended to occur at the phrase-initial position. The low and rising tone errors were attributed to the difficulty in quickly changing tone targets and F0 direction in tone production, which is the product of the superimposition of English prosody.
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Meng, Hai-Rong, and Takeshi Nakamoto. "Discourse particles in Chinese–Japanese code switching: Constrained by the Matrix Language Frame?" International Journal of Bilingualism 22, no. 1 (July 13, 2016): 100–122. http://dx.doi.org/10.1177/1367006916658712.
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Aims and objectives/purpose/research questions: The purpose of this paper is to clarify the grammatical constraints on discourse particles in Chinese–Japanese intra-sentential code switching in light of the general framework of the Matrix Language Frame (MLF) model augmented by the 4-M model. Design/methodology/approach: This study retrieves data collected for three years from three Chinese–Japanese bilingual children aged between 2;1 and 5;0. Data and analysis: The database consists of nearly 300 hours of spontaneous conversations that are audio-recorded from the families of the three bilingual children, as well as diary entries. It shows that a large number of code switching utterances involve discourse particles. Findings/conclusions: Qualitative analyses of the data indicate that discourse particles are generally constrained by the MLF, yet they do not fit into any category of the 4-M model. Morphologically bound, discourse particles represent the information structure of a sentence (as in the Japanese topic marker - wa) or encode constraints on the inferential processes (as in the Japanese complementizer - kara) rather than truth-conditional information. They manifest some idiosyncrasy at the interface of syntax and pragmatics, and set up the MLF at a discourse level. Thus, the MLF model is extended from a merely syntactic level to the syntax–discourse interface. Originality: The present work has contributed empirical evidence from a hitherto undocumented language pair of Chinese and Japanese, and made theoretical explorations on the linguistic constraints of discourse particles. Significance/implications: On one hand, it is work that provides support for the robust nature of universality of the MLF constraints on code switching. On the other hand, discourse particles exhibit typological features that need further theoretical exploration in order to make a more comprehensive account for the grammatical constraints on Chinese–Japanese code switching.
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Lai, Christy Choi-Ting, Sam-Po Law, and Anthony Pak-Hin Kong. "A Quantitative Study of Right Dislocation in Cantonese Spoken Discourse." Language and Speech 60, no. 4 (January 31, 2017): 633–42. http://dx.doi.org/10.1177/0023830916688028.
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Right Dislocation (RD) has been suggested to be a focus marking device carrying an affective function motivated by limited planning time in conversation. The current study investigated the effects of genre type, planning load and affective function on the use of RD in Cantonese monologues. Discourse data were extracted from a recently developed corpus of oral narratives in Cantonese Chinese containing language samples from 144 native Cantonese speakers evenly distributed in age, education levels and gender. Three genre types representing different structures, styles and degrees of topic familiarity were chosen for an RD analysis: procedural description, story-telling and recount of personal event. The results revealed that genre types and planning load influenced the rate of RD occurrence. (1) Specifically, the lowest proportion of RD occurred in procedural description, assumed to be the most structured genre; whereas the highest rate was found in personal event recount, considered to be the most stylized and less structured genre. (2) The highest proportion of RD appeared near the end of a narrative, where heavier cognitive load is demanded compared with the beginning of a narrative; moreover, RD also tended to co-occur with disfluency. (3) There was a high percentage of RD tokens in the personal event recount for expressing explicit emotions; and (4) a lower rate of occurrence of RD was found in monologues than previous studies based on conversations. The overall findings suggest that the use of RD is sensitive to genre structure and style, as well as planning load effects.
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Chor, Winnie Oi-Wan, Foong Ha Yap, and Tak-Sum Wong. "Chinese interrogative particles as talk coordinators at the right periphery." Periphery – Diachronic and Cross-Linguistic Approaches 17, no. 2 (December 31, 2016): 178–207. http://dx.doi.org/10.1075/jhp.17.2.02cho.
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This paper examines how utterance-final interrogative particles in Chinese contribute to the management of local and global coherence in conversational discourse. Using Schiffrin’s (1987) model of discourse coherence, and focusing in particular on the Cantonese particle ho2 we show how an interrogative particle is often also used as an interactional particle. In the case of ho2, we show how this information-seeking particle is frequently recruited as an affirmation-seeking and solidarity-enhancing device. Special attention is given to the extended uses of ho2 in terms of Schiffrin’s exchange and action structures, as well as participation frameworks and information states. Our analysis highlights how speakers effectively use utterance particles as exemplified by ho2 to convey their (inter)subjective footing and in the process negotiate meaningful affiliative/disaffiliative interaction among interlocutors, and thereby achieve discourse coherence for effective communication.
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Hill, Yao Zhang, and Stephen L. Tschudi. "Exploring Task-Based Curriculum Development in a Blended-Learning Conversational Chinese Program." International Journal of Virtual and Personal Learning Environments 2, no. 1 (January 2011): 19–36. http://dx.doi.org/10.4018/jvple.2011010102.
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This paper brings task-based language teaching (TBLT) curriculum development principles into the blended learning context, presenting processes and outcomes from a project to develop a task-based thematic unit — asking and giving directions — in a hybrid web-based university-level class focused on listening and speaking skills in Mandarin Chinese. The authors follow the principled task-based curriculum design phases informed by Long and Crookes (1993) and Long and Norris (2000). Unit-based development made the workload manageable and provided an important experimental space for the instructors to best align task-based principles with online language instruction. First, the context of the project and its theoretical TBLT curriculum development framework are established. The distinct processes of needs analysis, materials development, task sequencing and teaching methods, and assessment methods adopted to meet the special requirements of the class are presented, along with a preliminary formative and summative evaluation of the teaching model. The conclusion discusses the theoretical and practical implications of the project.
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Wang, Zhongrui. "Politeness in Making Requests and Responses in Computer-mediated Communication among Chinese College Students." Theory and Practice in Language Studies 11, no. 1 (January 1, 2021): 43. http://dx.doi.org/10.17507/tpls.1101.05.
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This study aims to explore the politeness strategies used in making requests and responses in computer-mediated communication (CMC) among Chinese college students and the applicability of discursive approach to such analysis. Following the steps of previous studies using discursive approach, some extracts of chat history on WeChat concerning requests and responses are selected and showed to the interlocutors. Then the interlocutors were asked to judge the conversations from the perspective of politeness. By analyzing the data, this study found that various strategies were used in order to achieve politeness in CMC, which can be associated with Brown and Levinson’s theory of politeness. This study also found that discursive approach can be applied in analyzing politeness in CMC well though it differs from face-to-face communication in some ways.
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Selimović, Ena. "Weltliteratur and Its Others: The Serbian Poem in Eckermann's Conversations with Goethe." PMLA/Publications of the Modern Language Association of America 136, no. 3 (May 2021): 356–69. http://dx.doi.org/10.1632/s0030812921000225.
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AbstractA critical account of the Serbian poem in Goethe's conversations with Eckermann reveals the place of Balkan folk poetry in the discourse on world literature and adds a neglected narrative to the myriad genealogies of comparative literature. Building on Laura Doyle's concept of inter-imperiality, the essay foregrounds how language politics manifest the variegated contours Europe takes in Goethe's formulation of world literature. While recent scholarship in comparative literature largely examines Goethe's Eurocentrism through his invocation of an unnamed Chinese novel, an analysis of the inter-imperial and translational project of world literature gives form to multiple spheres of Orientalism.
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Rohayati, Desi, and Erlyna Abidasari. "ERRORS IN QQ ONLINE CHATTING: A STUDY ON CHINESE ESL LEARNERS IN INDONESIAN UNIVERSITY." A Journal of Culture English Language Teaching Literature & Linguistics 6, no. 1 (June 28, 2019): 14. http://dx.doi.org/10.22219/celticumm.vol6.no1.14-20.
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This study intends to investigate errors found in an online written platform used by Chinese students in English Language Education Department. The online platform observed in this study was QQ chatting, where students freely and without pressure utilize the application for everyday English communication. Most Chinese students have performed unorganized sentence patterns, resulting in meaning breakdown. This study employed qualitative case study design with five Chinese respondents. The researchers were actively involved in the QQ chatting as the participants; the discussion topics revolved around everyday communication topics, namely academic life, friendship, social interaction, and culture challenges. The data then were recorded weekly for one semester and analyzed through manuscript analysis from the recorded captures of the conversations. The findings suggest that there were various types of errors performed by Chinese students: omission, misformation, addition, misordering, and mixed-types. The most prominent one was omission with the total of twenty-eight times occurrence. The omission errors were divided into omission of nouns as in ‘today have sunshine’, omission of verbs as in ‘I don’t know here will so cold’, omission of auxiliary verbs as in ‘I eaten dinner’ and omission of verb inflections as in ‘Where are you go?’.The most commonly found omissions errors were due to the influence of Chinese first language where the speakers have totally different tenses and sentence organization with English.
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Rohayati, Desi, and Erlyna Abidasari. "ERRORS IN QQ ONLINE CHATTING: A STUDY ON CHINESE ESL LEARNERS IN INDONESIAN UNIVERSITY." Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics 6, no. 1 (June 28, 2019): 14–20. http://dx.doi.org/10.22219/celtic.v6i1.8749.
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This study intends to investigate errors found in an online written platform used by Chinese students in English Language Education Department. The online platform observed in this study was QQ chatting, where students freely and without pressure utilize the application for everyday English communication. Most Chinese students have performed unorganized sentence patterns, resulting in meaning breakdown. This study employed qualitative case study design with five Chinese respondents. The researchers were actively involved in the QQ chatting as the participants; the discussion topics revolved around everyday communication topics, namely academic life, friendship, social interaction, and culture challenges. The data then were recorded weekly for one semester and analyzed through manuscript analysis from the recorded captures of the conversations. The findings suggest that there were various types of errors performed by Chinese students: omission, misformation, addition, misordering, and mixed-types. The most prominent one was omission with the total of twenty-eight times occurrence. The omission errors were divided into omission of nouns as in ‘today have sunshine’, omission of verbs as in ‘I don’t know here will so cold’, omission of auxiliary verbs as in ‘I eaten dinner’ and omission of verb inflections as in ‘Where are you go?’.The most commonly found omissions errors were due to the influence of Chinese first language where the speakers have totally different tenses and sentence organization with English.