Thematische Bibliographien / Chinese language acquisition

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte

Auswahl der wissenschaftlichen Literatur zum Thema „Chinese language acquisition“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 20. Februar 2023

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Zeitschriftenartikel zum Thema "Chinese language acquisition"

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Xiong, Lijia. „The Acquisition of English Articles by Chinese Learners“. International Journal of Languages, Literature and Linguistics 8, Nr. 3 (September 2022): 198–203. http://dx.doi.org/10.18178/ijlll.2022.8.3.348.

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English articles pose a lot of problems even after years of L2 English exposure and learning. The question is why it is so difficult to acquire these elements when a learner does not have them in their native language. This question points to a deeper reason that involves looking into the structure of L1 and L2 and understanding their differences. In this paper, we focus on Chinese learners of English, where Chinese is a language without articles. In order to find out more about the differences in the structure of the grammar between the elementary and advanced learners, we conducted a simple empirical study using a close test. The results show that there are differences between article use among elementary and advanced learners, and that advanced learners were more target-like in their article use than the elementary learners.
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Wang, Junhui. „A Study on Chinese and English Transfer in French Writing of L3 French Language Beginners“. International Journal of Languages, Literature and Linguistics 9, Nr. 1 (Februar 2023): 42–50. http://dx.doi.org/10.18178/ijlll.2023.9.1.379.

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In order to investigate the language transfer existing in the field of third language acquisition, and to provide effective strategies of learning two or more languages, this research, based on theories related to the third language acquisition and error analysis, collected 32 French compositions written by English majors’ undergraduates as a corpus, analyzed errors in those compositions, and further discussed the negative transfer of Chinese and English in their French learning. Eight types of errors from the lexical and syntactic perspectives were identified in the research findings. What is more, the negative transfer of English and Chinese appeared at both lexical and syntactic level, and the negative transfer of English is more than Chinese. “lexical errors” occupied more than “syntactic errors” in the transfer of English, while syntactic errors existed more frequently than lexical errors in the transfer of Chinese. There are three main reasons for results of transfers: language distance, language exposure, and language frequency, which provide effective strategies for third language acquisition.
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Wen, Xiaohong. „Acquisition of Chinese Aspect“. ITL - International Journal of Applied Linguistics 117-118 (01.01.1997): 1–26. http://dx.doi.org/10.1075/itl.117-118.01wen.

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Abstract This study investigates the acquisition of Chinese aspect markers of -le, -guo, and -zhe by English-speaking learners at the university level. The speech and written data produced by students at two different levels of proficiency were collected, compared and analyzed. The results show that English-speaking learners of Chinese acquire the perfective aspect marker -le and the past experience marker -guo before the durative aspect marker -zhe. The process by which learners acquire the aspect markers appears be meaning-based and can be summarized into: 1) looking for logical temporal sequences; 2) using time adverbials and conjunction for the time references; 3) using lexical aspects and word meanings; and 4) using pragmatic cues with the aspect markers of -le and -guo. Learners, especially at the lower level of proficiency, rely more on the time adverbial expressions and lexical aspects than learners at the more advanced level.
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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 (20.07.2006): 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, Nr. 3 (Juli 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, Juan, und Catherine McBride-Chang. „Diversity in Chinese Literacy Acquisition“. Writing Systems Research 3, Nr. 1 (Januar 2011): 87–102. http://dx.doi.org/10.1093/wsr/wsr011.

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Gong, Zhiqi. „Topic prominence in L2 acquisition“. Journal of Second Language Studies 2, Nr. 1 (18.04.2019): 140–64. http://dx.doi.org/10.1075/jsls.17016.gon.

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Abstract This study investigated the topic-prominent characteristics of the interlanguage development of native speakers of Chinese learning English as a foreign language (EFL). Two groups of Chinese EFL learners – an intermediate group and an advanced group – were recruited to complete two production tasks: a written Chinese-to-English translation task and an oral story-retelling task. The findings showed that Chinese EFL learners at each proficiency level transferred Chinese topic-prominent structures to their target language production at a varying degree. The topic-prominent constructions in the learners’ production, based on a hierarchy of difficulty, were placed on two slightly different Gradation Zones, one for written production and the other for oral production. Gradation Zones were a generalized reflection of how discourse and pragmatic relations in topic-prominent Chinese were gradually reanalyzed as syntactic relations with the development of learners’ English proficiency level. There was a tendency for topic-prominent features to decrease and subject-prominent features to increase as EFL learners’ proficiency level progressed. It was also argued that sources of these topic-prominent properties in interlanguage were an interaction of factors, including degree of markedness, perceptual saliency, second language (L2) input, and language production task type.
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Zhang, Hang. „Dissimilation in the second language acquisition of Mandarin Chinese tones“. Second Language Research 32, Nr. 3 (23.06.2016): 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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Yu, Baohua, und David A. Watkins. „Motivational and cultural correlates of second language acquisition“. Australian Review of Applied Linguistics 31, Nr. 2 (01.01.2008): 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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Dissertationen zum Thema "Chinese language acquisition"

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Hsu, Chun-chieh Natalie. „Issues in head-final relative clauses in Chinese derivation, processing, and acquisition /“. Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 3.01 Mb., 371 p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3220735.

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Mak, David Lai-woon. „The acquisition to classifiers in Cantonese“. Online version, 1991. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.293547.

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Ma, Lixia. „Acquisition of the perfective aspect marker "le" of Mandarin Chinese in discourse by American college learners“. Diss., University of Iowa, 2006. http://ir.uiowa.edu/etd/68.

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Zhu, Bo. „Chinese Cultural Values And Chinese Language Pedagogy“. The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1228349636.

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Hsieh, Fang-Yen. „Relative clause acquisition in second language Chinese and second language English“. Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709395.

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Cheng, Chun-ming. „The connectionism approach to syntactic and semantic acquisition of simple Chinese sentences the role of word order information /“. Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23272934.

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Wang, Xiaojun. „Chinese syntactic systems and second language acquisition: Approaches to the teaching of Chinese as a second language“. Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187340.

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The purpose of this dissertation is to examine the relation between the teaching of Chinese syntax and the acquisition process by adult learners based on multitheoretical and multimethodological approaches. Through a brief review of the features of Chinese syntax and a comparative study of three different syntactic analytic systems, a Chinese linguistic background is provided. A further study of pedagogical Chinese syntax was conducted by investigating the teaching materials and methods introduced in three commonly used Chinese textbooks. Based on the Chinese linguistic and pedagogical background, the surveys were designed to probe the learners' acquisition process of Chinese syntax. The studies involved a total of 73 subjects who are native English speakers learning Chinese at different universities. It has been found that: (1) adult learners' acquisition order and rate are closely related to their cognitive skills; (2) the scope of acquisition in adults is subject to time limitations; (3) analysis & analogy are the main methods used by adult learners in the acquisition of syntax; (4) the learning environment & the knowledge of the target syntax by adult learners are not required to be situationally linked; (5) the process of syntactic transfer is incomplete among adult learners due to the lack of target language input; (6) the general failure rate in L2 acquisition partially associates with the lack of the fully functional innate language faculty; (7) the adult learners' common mistakes in syntactic acquisition process are predictable due to syntactic transfer and the influences from L1; (8) different teaching methods result in different strengths in students; (9) there is a gap between grammatical competence & communicative competence in the adult learners' acquisition process. According to those features, I proposed nine pedagogical principles for the Chinese syntax teaching, and a case study of teaching Chinese structures with three post-verbal complements was conducted in order to have a field-test. The discussion in this dissertation has partially confirmed the claim made by psycho-linguistic researchers that learning a second language is a complex process. There is a hierarchical order in acquiring language competence, and the acquisition of hierarchically ordered skills requires integrated approaches.
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Mai, Ziyin. „Properties of the (shi)...de focus construction in adult L2 acquisition and heritage language acquisition of mandarin Chinese“. Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607706.

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Siok, Wai-ting. „The role of phonological awareness and visual-orthographic skills in Chinese reading acquisition“. Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23294516.

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Dai, Ruyi. „Second language acquisition and processing of Chinese 'bei' passives“. Thesis, University of Cambridge, 2019. https://www.repository.cam.ac.uk/handle/1810/288880.

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This doctoral dissertation reports on an empirical study, which takes a feature-based approach and probes the L2 acquisition and processing of Chinese bei passives by adult English native speakers. In Chinese, an individual passive marker bei is used to mark passive constructions. Whilst historically used as a lexical verb, bei is in the process of being grammaticalised (i.e. semi-lexical) and hence contains a semantic component (Liu, 2012a). Three forms of bei passives and their semantic properties have been investigated: basic long bei passives (i.e. with an external argument), basic short bei passives (i.e. without an external argument), and the retained-object construction of bei. In total, 75 English native speakers with intermediate and advanced Chinese proficiency, and 33 native Mandarin Chinese speakers (serving as a control group) were tested by a series of on-line methods (a self-paced reading task and a reaction-time picture elicited word rearrangement task) and off-line methods (an untimed acceptability judgement task and a fill-in-the-blank task). The current study finds that the reconfiguration of target semantic features of bei is a gradual process and occurs feature-by-feature, depending on consistent and ample input-based evidence. This lends support to the Feature Reassembly Hypothesis (Lardiere, 2005, 2008, 2009). It is also found that morphosyntax-semantics mismatches lead to acquisitional difficulties, as predicted by the Bottleneck Hypothesis (Slabakova, 2008, 2009b), which shares a similar view to the Feature Reassembly Hypothesis. In addition, L1 English L2 Chinese learners are found to be subject to the formation strategy of English short passives, in line with Montrul (2001). A disjunction in L2 performance between off-line and on-line tasks has been found in the advanced learners, who show target-like on-line sensitivity to violations of semantic constraints on bei but fail to converge on the target grammar in off-line judgements. These findings are compatible with Ullman's (2001, 2005) declarative-procedural model and suggest that the increase in convergence on real-time comprehension and production in the advanced learners is a result of the more involved procedural system. The general findings of the current study lend support to the view (Sorace, 2009; White, 2011) that representational and processing difficulties must be teased apart in L2 acquisition.
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Bücher zum Thema "Chinese language acquisition"

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Error Analysis in Chinese language acquisition. [Wuchang]: Wuhan University Press, 2001.

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Nakayama, Mineharu, Yi-ching Su und Aijun Huang, Hrsg. Studies in Chinese and Japanese Language Acquisition. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/lald.60.

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Han, ZhaoHong, Hrsg. Studies in Second Language Acquisition of Chinese. Bristol, Blue Ridge Summit: Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783092093.

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Studies in second language acquisition of Chinese. Bristol: Multilingual Matters, 2014.

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Second language vocabulary acquisition. Bern: Peter Lang, 2009.

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Yang, Chunsheng, Hrsg. The Acquisition of Chinese as a Second Language Pronunciation. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-3809-4.

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Wilder, Chris. Chinese matters: From grammar to first and second language acquisition. Trondheim: Tapir Academic Press, 2010.

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Hang, Du. The acquisition of the Chinese ba-construction. Muenchen: LINCOM, 2006.

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1965-, Wang Baohua, Hrsg. Er tong ju shi fa zhan yan jiu he yu yan xi de li lun: The study of construction development in Chinese children's speech and the theory of language acquisition. Beijing: Beijing yu yan wen hua da xue chu ban she, 2001.

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Jiang, Wenying. Acquisition of word order in Chinese as a foreign language. Berlin: M. de Gruyter, 2009.

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Buchteile zum Thema "Chinese language acquisition"

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Hirakawa, Makiko. „L2 Acquisition of Japanese Unaccusative Verbs by Speakers of English and Chinese“. In Language Acquisition and Language Disorders, 89. Amsterdam: John Benjamins Publishing Company, 1999. http://dx.doi.org/10.1075/lald.20.09hir.

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Keiko, Koda. „Writing Systems and Learning to Read in a Second Language“. In Chinese Children’s Reading Acquisition, 225–48. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-1-4615-0859-5_11.

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Carson, Lorna, und Ning Jiang. „Offensive Language and First Language Acquisition of Chinese“. In An Anatomy of Chinese Offensive Words, 157–75. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63475-9_7.

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Romagnoli, Chiara. „Chinese Vocabulary Acquisition and Teaching“. In Key Issues In Chinese as a Second Language Research, 125–42. New York, NY : Routledge, [2017]: Routledge, 2017. http://dx.doi.org/10.4324/9781315660264-6.

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Miller, Kevin F. „Children’s Early Understanding of Writing and Language: The Impact of Characters and Alphabetic Orthographies“. In Chinese Children’s Reading Acquisition, 17–29. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-1-4615-0859-5_2.

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Nakayama, Mineharu, Yi-ching Su und Aijun Huang. „Studies in Chinese and Japanese Language Acquisition“. In Studies in Chinese and Japanese Language Acquisition, 1–9. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/lald.60.01nak.

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Xu, Hai, Xiaofei Lu und Vaclav Brezina. „Acquisition of the Chinese Particle le by L2 Learners: A Corpus-Based Approach“. In Chinese Language Learning Sciences, 197–216. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3570-9_10.

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Hu, Rile, und Xia Wang. „Automatic Spoken Language Translation Template Acquisition Based on Boosting Structure Extraction and Alignment“. In Chinese Spoken Language Processing, 712–23. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11939993_72.

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Cao, Guangshun, und Hsiao-jung Yu. „Second language acquisition and contactinduced language change in the history of the Chinese language“. In Language Contact and Change in Chinese, herausgegeben von Guangshun Cao und Hsiao-jung Yu, 237–53. Berlin, Boston: De Gruyter, 2019. http://dx.doi.org/10.1515/9783110612981-011.

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Liu, Feng-hsi. „Second Language Acquisition of Aspect in Mandarin Chinese“. In Key Issues In Chinese as a Second Language Research, 214–34. New York, NY : Routledge, [2017]: Routledge, 2017. http://dx.doi.org/10.4324/9781315660264-10.

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Konferenzberichte zum Thema "Chinese language acquisition"

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Tian, Fang, und Fuji Ren. „Hyponymy acquisition from Chinese text by SVM“. In 2009 International Conference on Natural Language Processing and Knowledge Engineering (NLP-KE). IEEE, 2009. http://dx.doi.org/10.1109/nlpke.2009.5313833.

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Chen, Kaijie. „Pragmatic Acquisition and Teaching Chinese as a Foreign Language“. In 2017 7th International Conference on Mechatronics, Computer and Education Informationization (MCEI 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/mcei-17.2017.46.

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Yan, Xin, Lemei Peng und Shanshan Yan. „L1 Russian L2 Chinese speakers’ acquisition of the Chinese conjunction hé“. In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0056/000471.

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From the perspective of features, this paper conducts an empirical study to examine L1 Russian L2 Chinese Speakers’ acquisition of the Chinese conjunction hé. Specifically, the result shows that the vitality of an extraneous feature decreases until learners’ language proficiency reaches an intermediate level. Eventually, it is difficult for learners to remove this extraneous feature. It suggests that this feature becomes dormant.
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Zheng, Dequan, Feng Yu, Tiejun Zhao und Sheng Li. „Documents Ranking Based on a Hybrid Language Model for Chinese Information Retrieval“. In 2006 IEEE International Conference on Information Acquisition. IEEE, 2006. http://dx.doi.org/10.1109/icia.2006.306010.

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Gao, Lijuan. „Research on Acculturation of Korean Students During Chinese Language Acquisition“. In 7th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.369.

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Dudkova, Darina, Ksenia Grigorieva, Marina Lukoyanova, Nailya Batrova und Eleonora Chugunova. „FACTORS AFFECTING THIRD LANGUAGE ACQUISITION: A CASE OF CHINESE STUDENTS“. In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0715.

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Cao, Mengxue, Aijun Li und Qiang Fang. „GSOM-based modeling study on phoneme acquisition“. In 2014 9th International Symposium on Chinese Spoken Language Processing (ISCSLP). IEEE, 2014. http://dx.doi.org/10.1109/iscslp.2014.6936686.

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Nuo, Minghua, Huidan Liu, Longlong Ma, Jian Wu und Zhiming Ding. „Automatic Acquisition of Chinese-Tibetan Multi-word Equivalent Pair from Bilingual Corpora“. In 2011 International Conference on Asian Language Processing (IALP). IEEE, 2011. http://dx.doi.org/10.1109/ialp.2011.33.

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Yuan, Liangjie, und Zhimin Wang. „A Survey and Analysis on Chinese Degree Adverbs Acquisition of International Students“. In 2022 International Conference on Asian Language Processing (IALP). IEEE, 2022. http://dx.doi.org/10.1109/ialp57159.2022.9961272.

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Hu, Dan, Hui Feng und Tongyu Wu. „English stress acquisition by native speakers of Tibetan“. In 2016 10th International Symposium on Chinese Spoken Language Processing (ISCSLP). IEEE, 2016. http://dx.doi.org/10.1109/iscslp.2016.7918469.

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