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Journal articles on the topic '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, no. 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, no. 1 (February 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 (January 1, 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 (July 20, 2006): 27–56. http://dx.doi.org/10.1075/eurosla.6.05leu.
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This paper reports an experimental study on L2 vs. L3 Spanish morphological representation. A total of 19 Spanish learners (10 Chinese native speakers who are upper intermediate to advanced L2 English users as well as 9 English native speakers who do not speak a prior language without overt morphology) participated in the study. A written production task using Spanish nonce verbs was used to elicit regular and irregular forms of Spanish past participles. The study revealed differences between native and non-native Spanish speakers but ones that are still compatible with an approach which posits a dual mechanism for morphological processing. In addition, no principal difference between the L2 and the L3 Spanish learners was identified. A follow-up experiment on L2 English was therefore carried out testing 26 native speakers of Chinese and 17 native speakers of English using a written production task eliciting English regular and irregular past tense forms for both real verbs and nonce verbs. The findings suggested that native and non-native English speakers’ performances pattern similarly. It seems that L2 English plays a crucial role in Chinese speakers’ L3 Spanish morphological representation and in their similar performance to the L1 English-L2 Spanish speakers.
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Yuan, Boping. "The status of thematic verbs in the second language acquisition of Chinese: against inevitability of thematic-verb raising in second language acquisition." Second Language Research 17, no. 3 (July 2001): 248–72. http://dx.doi.org/10.1177/026765830101700302.
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This article reports a study investigating the status of thematic verbs in second language acquisition (SLA) of Chinese by French-speaking, German-speaking, and English-speaking learners. Both French and German are languages which allow thematic verbs to raise. In contrast, thematic verbs in English and Chinese must remain in situ under V at PF. It has been widely reported in the second-language and nonnative language (L2) literature that (optional) thematic-verb raising occurs in SLA, and L2 researchers have accounted for this phenomenon on the basis of some hypotheses proposed for the initial state of SLA. Although these hypotheses differ from each other in explaining the presence of thematic-verb raising in SLA, they all predict that thematic-verb raising is inevitable in SLA by speakers of a verb-raising language. Some go so far as to predict thematic-verb raising in SLA by speakers of a non-verb-raising language. The study reported in this article provides robust evidence that the thematic verb does not raise in SLA of Chinese, which casts doubt on the reliability of these hypotheses in the L2 literature. Both judgement data and oral production data in the study clearly indicate that thematic verbs remain in situ in L2 Chinese. No optionality occurs at any proficiency level. These findings are accounted for in terms of the absence of verbal inflection in Chinese and the evidence in the L2 Chinese input data for the specification of the abstract features associated with the head of IP.
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Zhang, Juan, and Catherine McBride-Chang. "Diversity in Chinese Literacy Acquisition." Writing Systems Research 3, no. 1 (January 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, no. 1 (April 18, 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, no. 3 (June 23, 2016): 427–51. http://dx.doi.org/10.1177/0267658316644293.
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This article extends Optimality Theoretic studies to the research on second language tone phonology. Specifically, this work analyses the acquisition of identical tone sequences in Mandarin Chinese by adult speakers of three non-tonal languages: English, Japanese and Korean. This study finds that the learners prefer not to use identical lexical tones on adjacent syllables, especially the contour tone sequences. It is argued that the Obligatory Contour Principle (OCP) was playing a role in shaping the second language Chinese tonal phonology even though it was not learned from these speakers’ native languages, nor found widely applied in the target language. The acquisition order of tone pairs suggests an interacting effect of the OCP and the Tonal Markedness Scale. This study presents a constraint-based analysis and proposes a four-stage path of OCP sub-constraint re-ranking to account for the error patterns found in the phonological experiment.
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Yu, Baohua, and David A. Watkins. "Motivational and cultural correlates of second language acquisition." Australian Review of Applied Linguistics 31, no. 2 (January 1, 2008): 17.1–17.22. http://dx.doi.org/10.2104/aral0817.
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The present study investigates the relationships among motivational factors, cultural correlates and second language proficiency. The participants, from both Western and Asian backgrounds, were learning Chinese at university level in the People’s Republic of China. 115 students (35 Western students and 80 Asian students) ranging from beginning to advanced levels of proficiency were surveyed. The results of the study indicated that the degree of integrativeness into Chinese culture and motivation was significantly and positively related to Chinese language proficiency, while language anxiety was significantly and negatively correlated to such proficiency. However instrumental orientation was found to have no statistically significant relationship with such proficiency. Multiple regression analysis indicated that integrativeness and gender were major variables predicting Chinese language proficiency. Significant differences between Western and Asian student groups were found in terms of motivational variables and Chinese language proficiency. Compared with the Asian student group, the Western student group tended to perform better in spoken Chinese proficiency as evaluated by their teachers and seemed to have higher levels of motivation and integrativeness but lower levels of instrumental orientation and language anxiety. Recommendations are made to enhance motivation and second language acquisition.
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Yu, Baohua, and David A. Watkins. "Motivational and cultural correlates of second language acquisition." Australian Review of Applied Linguistics 31, no. 2 (2008): 17.1–17.22. http://dx.doi.org/10.1075/aral.31.2.04yu.
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The present study investigates the relationships among motivational factors, cultural correlates and second language proficiency. The participants, from both Western and Asian backgrounds, were learning Chinese at university level in the People’s Republic of China. 115 students (35 Western students and 80 Asian students) ranging from beginning to advanced levels of proficiency were surveyed.The results of the study indicated that the degree of integrativeness into Chinese culture and motivation was significantly and positively related to Chinese language proficiency, while language anxiety was significantly and negatively correlated to such proficiency. However instrumental orientation was found to have no statistically significant relationship with such proficiency. Multiple regression analysis indicated that integrativeness and gender were major variables predicting Chinese language proficiency. Significant differences between Western and Asian student groups were found in terms of motivational variables and Chinese language proficiency. Compared with the Asian student group, the Western student group tended to perform better in spoken Chinese proficiency as evaluated by their teachers and seemed to have higher levels of motivation and integrativeness but lower levels of instrumental orientation and language anxiety. Recommendations are made to enhance motivation and second language acquisition.
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Langman, Juliet, and Robert Bayley. "The acquisition of verbal morphology by Chinese learners of Hungarian." Language Variation and Change 14, no. 1 (March 2002): 55–77. http://dx.doi.org/10.1017/s0954394502141032.
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This article is the first variationist analysis of speakers of an analytic language acquiring an agglutinative language: we investigate the acquisition of the rich Hungarian verbal morphological system by adult Chinese immigrants to Budapest. Multivariate analyses of data extracted from sociolinguistic interviews with nine untutored Chinese learners of Hungarian suggest that the acquisition of verbal morphology is systematic. Factors that have been identified as significant in studies of the acquisition of other languages, such as frequency, perceptual salience, morphophonological regularity, and semantic complexity, all play a significant role in the acquisition of Hungarian as a second language. The marking of definiteness or indefiniteness of the object on the verb, a rare aspect of verbal morphology, also has a significant effect. Chinese learners are more likely to mark definite than indefinite forms of the verb, despite the fact that these forms express largely redundant functions and that indefinites are more frequent. Hence, our data allow for an analysis of relative weights of factors affecting acquisition and address the issue of the relative weight of frequency over other factors.
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Chen, Ee San. "Language convergence and bilingual acquisition." Annual Review of Language Acquisition 3 (December 31, 2003): 89–137. http://dx.doi.org/10.1075/arla.3.05che.
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This study concerns the simultaneous acquisition of conditional constructions in Chinese-English bilingual preschool children in Singapore. Cross-sectional data are obtained from subjects ranging from 2;10 to 6;06. The target languages are Singapore Colloquial English (SCE) and Singapore Colloquial Mandarin (SCM), both of which are contact varieties that are representative of the Low varieties in a diglossic situation. The bilingual acquisition of structural features of conditionals is investigated by adopting the Head-marking and Dependent-marking typological framework (Nichols 1986). Two elicited imitation experiments were conducted, with Experiment 1 aimed at examining if the structural convergence between SCE and SCM that is evident at a societal level is also represented in the developing linguistic repertoires of the bilingual preschool children. Experiment 2 is a follow-up study designed to investigate if convergence between the two languages is also evident at an individual level. Results obtained in Experiment 1 suggest that convergence between the two developing linguistic systems is indeed apparent. Also evident is the influence of Chinese on SCE, while the influence of English on SCM is less apparent. At the individual level, however, a general lack of convergence between the two developing grammars within a single subject is observed in Experiment 2: the marking preferences for SCE and SCM conditionals tend not to coincide for a particular subject, suggesting that the two languages are represented as distinct grammatical systems for the bilingual children.
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Roebuck, Regina F., María A. Martínez-Arbelaiz, and Jorge I. Pérez-Silva. "Null subjects, filled CPs and L2 acquisition." Second Language Research 15, no. 3 (July 1999): 251–82. http://dx.doi.org/10.1191/026765899667338609.
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This study investigates the acquisition of a non-null-subject language (English) by speakers of two different null-subject languages (Spanish and Chinese) in light of recent research in theoretical syntax which shows that different syntactic mechanisms are at work in the expression of null subjects in these two languages. While null subjects in Spanish are manifestations of pro, in Chinese they may be pro or a null topic, the latter licensed by a topic chain (Huang, 1984; 1989). Topic chains have been shown to license null topics in other languages (Roeper and Weissenborn, 1990; Weissenborn, 1992) but cannot do so across a lexically filled CP. We propose that this difference in licensing mechanism ought to affect the acquisition of English by Chinese and Spanish speakers. Data from an elicited imitation task show that Chinese speakers significantly outperform Spanish speakers in disallowing null subjects in English. This can be attributed to the Chinese speakers' reaction to the presence of lexically filled CPs in English, which prevents them from licensing null subjects via topic chains. Spanish speakers, on the other hand, because they license null subjects via Agr (Agreement), are unaffected by lexically filled CPs in English and continue to allow null subjects. Interestingly, however, Spanish speakers at higher levels of proficiency reject null subjects in certain contexts, suggesting that reanalysis of this feature of English can and may occur.
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Djité, Paulin G., and Belinda A. Munro. "Language profiles, language attitudes and acquisition planning." Language Planning and Language Policy in Australia 8 (January 1, 1991): 77–88. http://dx.doi.org/10.1075/aralss.8.05dji.
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How can the social and psychological contexts of a language affect the policy to increase the number of people who speak it? It is crucial to investigate this question at a time when Australia’s ability to compete in a changing world has brought the study of LOTE to the forefront. As the implementation of the National Policy on Languages proceeds, it becomes increasingly evident that a deeper understanding of the nine or ten key languages, namely Mandarin Chinese, Indonesian/Malay, Japanese, French, German, Italian, Modern Greek, Arabic, Spanish and Russian (cf. Lo Bianco 1987 and Leal 1991:167-168), taught in our schools is required. This paper argues that a sociolinguistic profile of each of these languages and the attitudes towards them are some of the relevant and crucial empirical data which need to be integrated in the design of educational programs.
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Su, Huanan, and Fengyi Ma. "Language Acquisition and Cultural Identity Among Modern Chinese Minority College Students." Theory and Practice in Language Studies 11, no. 10 (October 1, 2021): 1203–16. http://dx.doi.org/10.17507/tpls.1110.08.
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This research attempts to have an empirical analysis on the relationship between the acquisition of language and the cultural identity among modern Chinese minority college students，and try to show an empirical view of how the acquisition of language matters with the cultural identity from one side as well as the mutual influences reflected from the relationship between language acquisition and cultural identity from the other side. The research employs mainly three analytical methods including method of theoretical analysis, method of comparative analysis and method of questionnaire to acquire a full understanding of the relationship between the acquisition of language and the cultural identity among modern Chinese minority college students. The current study data shows that compared with the local language, modern Chinese minority college students use Mandarin more in most of the time and occasions. At the same time, while acknowledging the importance of their local language, modern Chinese minority students also strongly advocate the promotion of Mandarin and English. Conclusion: Language acquisition and cultural identity are closely related. This is mainly reflected in the fact that language acquisition deeply reflects the elements of cultural identity, while cultural identity deeply reciprocally affects the way of language acquisition. The cultural identity of modern Chinese minority college students has determined the series of characteristics and methods they exhibit in the process of their language acquisition. The close relationship between language acquisition and cultural identity has provided great support and enlightenment both theoretically and practically for the majority of language educators.
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Shao, Zhenyi. "Bidirectional Transfer in Korea-Chinese Children’s Language Acquisition." OALib 07, no. 04 (2020): 1–19. http://dx.doi.org/10.4236/oalib.1106243.
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Wen, Xiaohong. "Second language acquisition of the Chinese particle le." International Journal of Applied Linguistics 5, no. 1 (June 1995): 45–62. http://dx.doi.org/10.1111/j.1473-4192.1995.tb00072.x.
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Ellis, Nick C., and Nuria Sagarra. "LEARNED ATTENTION IN ADULT LANGUAGE ACQUISITION." Studies in Second Language Acquisition 33, no. 4 (November 15, 2011): 589–624. http://dx.doi.org/10.1017/s0272263111000325.
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This study investigates associative learning explanations of the limited attainment of adult compared to child language acquisition in terms of learned attention to cues. It replicates and extends Ellis and Sagarra (2010) in demonstrating short- and long-term learned attention in the acquisition of temporal reference in Latin. In Experiment 1, salient adverbs were better learned than less salient verb inflections, early experience of adverbial cues blocked the acquisition of verbal morphology, and, contrariwise—but to a lesser degree—early experience of tense reduced later learning of adverbs. Experiment 2 demonstrated long-term transfer: Native speakers of Chinese (no tense morphology) were less able than native speakers of Spanish or Russian (rich morphology) to acquire inflectional cues from the same language experience where adverbial and verbal cues were equally available. Learned attention to tense morphology in Latin was continuous rather than discrete, ordered with regard to first language: Chinese < English < Russian < Spanish. A meta-analysis of the combined results of Ellis and Sagarra and the current study separates out positive and negative learned attention effects: The average effect size for entrenchment was large (+1.23), whereas that for blocking was moderate (–0.52).
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Et.al, Jia Jun, Dong. "Paraphrasing Chinese Idioms: Paraphrase Acquisition, Rewording and Scoring." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 1999–2005. http://dx.doi.org/10.17762/turcomat.v12i3.1037.
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Paraphrasing is a process to restate the meaning of a text or a passage using different words in the same language to give a clearer understanding of the original sentence to the readers. Paraphrasing is important in many natural language processing tasks such as plagiarism detection, information retrieval, and machine translation. In this article, we describe our work in paraphrasing Chinese idioms by using the definitions from dictionaries. The definitions of the idioms will be reworded and then scored to find the best paraphrase candidates to be used for the given context. With the proposed approach to paraphrase Chinse idioms in sentences, the BLEU was 75.69%, compared to the baseline approach that was 66.34%.
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Gu, Qianping, and Muradil Adil. "The L3 acquisition of English tense-aspect system by Uygur speakers with L2 Mandarin Chinese." Forum for Linguistic Studies 4, no. 1 (August 23, 2022): 116. http://dx.doi.org/10.18063/fls.v4i1.1459.
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This paper examines the role of Lexical Aspect Hypothesis (LAH) and linguistic typological similarity in the L3 acquisition of English tense and aspect among Uygur speakers with L2 Mandarin Chinese (Chinese hereafter). LAH asserts that the emerging verbal inflections at the early stage of language acquisition primarily function as markers of the lexical aspect and thus predicts universality for acquisition of tense and aspect. However, with an assumption of language transfer, the typological closer relationship of Uygur with English in terms of the tense and aspect system was expected to trigger L1 transfer in L3 acquisition. The study analyzed the English tense and aspect forms used by the participants (N = 25) for verbs of four distinct lexical aspects (50 target items) in contexts of past. The result shows that the lexical aspect influences the appropriate use of past tense—past tense marker aligned with telic predicates (achievements and accomplishments), -ing with activities (for inappropriate uses), and nonpast with states (for inappropriate uses), and the influence is observed at each proficiency level. The results show little evidence for language transfer in the acquisition of the English past tense, either from L1 Uygur or L2 Chinese; instead, the data suggest that L3 acquisition of tense and aspect is more subject to acquisitional universality (LAH).
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Ding, Yixu. "Understanding the Process of Second Language Acquisition." Review of Educational Theory 4, no. 4 (November 25, 2021): 29. http://dx.doi.org/10.30564/ret.v4i4.3510.
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As the world is becoming more and more connected, the education system needs to provide each learner with an equal opportunity for success. Measures should put in place to ensure that obtaining an education is made possible for all students, including foreign students, such as English speakers in China and Chinese speakers in the United Kingdom. The biggest obstacle to making this dream a reality is that very few educators are sufficiently equipped to understand the foundational knowledge with regards to teaching learners of speaking a different language from the regional language, raising the need for target language acquisition. This paper will look into the Acculturation model of second language acquisition and Stephen Krashen's theory of second language acquisition. Since educators are increasingly being forced to teach students speaking foreign languages understanding second language acquisition is very important. Understanding the process of second language acquisition may be important to educators and enable students in second language acquisition.
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Lü, Chan, and Keiko Koda. "The Impact of Home Language and Literacy Support on English-Chinese Biliteracy Acquisition among Chinese Heritage Language Learners." Heritage Language Journal 8, no. 2 (June 30, 2011): 199–235. http://dx.doi.org/10.46538/hlj.8.2.3.
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Studies on monolingual children have shown that home language and literacy support is crucial in children's early literacy acquisition. However, such support has not been examined as thoroughly among bilingual children, including heritage speakers. This study investigated the effect of home language and literacy support on important precursors of literacy skills including oral vocabulary knowledge, phonological awareness, and decoding skill in English and Chinese, among a group of 37 Chinese heritage language (CHL) learners. Our results suggest that the use of Chinese at home supported children's language and literacy skills in Chinese, especially their oral vocabulary knowledge; support of learning Chinese at home did not hinder children's acquisition of literacy skills in English. Implications for parents and teachers of CHL learners in relation to their biliteracy learning are discussed.
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Yang Zhao. "Review article: A tree in the wood: A review of research on L2 Chinese acquisition." Second Language Research 27, no. 4 (July 29, 2011): 559–72. http://dx.doi.org/10.1177/0267658311417836.
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There has been considerable research in Chinese as a second language (L2) in recent years, particularly in its morphological and syntactic aspects. This article reviews research in these aspects with reference to the broader discipline of second language acquisition (SLA) and suggests that L2 Chinese research has contributed to SLA through verification, modification or posing challenges to research findings in the L2 acquisition of other languages. On the basis of these studies, the author points out the limits of current L2 Chinese research and discusses the prospects for future development, arguing that L2 Chinese is to be investigated against hypotheses based on other L2s so that theoretical contributions can be made to the discipline of SLA.
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Juffs, Alan. "Semantics-syntax correspondences in second language acquisition." Second Language Research 12, no. 2 (April 1996): 177–221. http://dx.doi.org/10.1177/026765839601200203.
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This article investigates knowledge of semantics-syntax correspondences in SLA within the Principles and Parameters framework. A parameter of semantic structure is used to investigate knowledge of two distinct, but underlyingly related, verb classes: change of state locatives and 'psychologi cal' verbs. Chinese and English contrast in terms of the parameter setting. Experimental evidence indicates that adult Chinese learners of English L2 initially transfer parameter settings, but are able to reset the parameter. However, they only acquire L2 lexical properties and concomitant syntactic privileges with ease when L2 input adds a representation to their grammar. When positive L2 input should pre-empt overgeneralizations based on rep resentation transferred from the L1, for some learners L1 influence persists until quite advanced stages of acquisition. The implications of the results for the parameter-setting model of SLA are discussed.
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Luo, Menglan, Jiraporn Chano, Thatchai Chittranun, and Bussayarat Nithideechaiwarachok. "Improving Chinese Reading and Writing Skills: Second Language Acquisition Theory Perspective." Journal of Educational Issues 8, no. 2 (September 13, 2022): 325. http://dx.doi.org/10.5296/jei.v8i2.20148.
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This research aimed to study the theories and principles for improving Chinese reading and writing skills based on second language acquisition theory and investigated the factors affecting Chinese major students’ reading and writing skills for university students in northeast of Thailand. The sample groups were 386 Chinese language major students from 12 universities in the northeast of Thailand selected by voluntary selection, 9 Chinese language major students, and 3 Chinese language lecturers at universities in the northeast of Thailand selected by purposive sampling. The research instruments were questionnaires, interview form for students, and interview form for lectures. Content analysis, exploratory factor analysis, mean and standard deviation were used to analyze the collected data. The findings revealed that the appropriate theories and principles for improving reading and writing skills in Chinese as a second language were sociocultural theory, monitor theory, and contrastive analysis hypothesis. Factors affecting reading and writing skills in Chinese as a second language were vocabulary, grammar, language environment, attitude, motivation, and anxiety.
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CHENG, CHENXI, MIN WANG, and CHARLES A. PERFETTI. "Acquisition of compound words in Chinese–English bilingual children: Decomposition and cross-language activation." Applied Psycholinguistics 32, no. 3 (June 20, 2011): 583–600. http://dx.doi.org/10.1017/s0142716411000221.
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ABSTRACTThis study investigated compound processing and cross-language activation in a group of Chinese–English bilingual children, and they were divided into four groups based on the language proficiency levels in their two languages. A lexical decision task was designed using compound words in both languages. The compound words in one language contained two free constituent morphemes that mapped onto the desired translations in the other language, such as tooth(牙) brush(刷).Two types of compound words were included: transparent (e.g., toothbrush) and opaque (e.g., deadline) words. Results showed that children were more accurate in judging semantically transparent compounds in English. The lexicality of translated compounds in Chinese affected lexical judgment accuracy on English compounds, independent of semantic transparency and language proficiency. Implications for compound processing and bilingual lexicon models are discussed.
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Ellis, Nick C., and Nuria Sagarra. "THE BOUNDS OF ADULT LANGUAGE ACQUISITION." Studies in Second Language Acquisition 32, no. 4 (December 2010): 553–80. http://dx.doi.org/10.1017/s0272263110000264.
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The current study investigates the limited attainment of adult language acquisition in terms of an associative learning phenomenon whereby earlier learned cues attentionally block those that are experienced later. Short- and long-term blocking are demonstrated in experimental investigations of learned attention in the acquisition of temporal reference in a small set of Latin phrases. In Experiment 1, previous experience with adverbial cues blocks the acquisition of verbal tense morphology, and, in contrast, early experience with tense blocks later learning of adverbs. Experiment 2 demonstrates long-term transfer effects: Native speakers of Chinese languages, which do not exhibit verb tense morphology, fail to acquire inflectional cues when adverbial and verbal cues are equally available.
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Hu, Xiaoling, and Chuanping Liu. "Restrictive relative clauses in English and Korean learners' second language Chinese." Second Language Research 23, no. 3 (July 2007): 263–87. http://dx.doi.org/10.1177/0267658307077642.
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This study investigates the second language (L2) acquisition of restrictive relative clauses (RRCs) in Chinese by two groups of learners speaking typologically different first languages (L1s): English and Korean. English RRCs, unlike those of Chinese, are head-initial whereas Korean RRCs, like those of Chinese, are head-final. The difference could be predicted to hinder English learners' acquisition of L2 RRCs but facilitate it for Korean learners. This prediction was not confirmed in this study, in fact the reverse was observed, and our data show contrasting patterns of acquisition between the two groups of learners. The English learners distinguished between target-like RRCs and non-target-like RRCs earlier than the Korean learners. A corresponding difference was observed for acquisition of resumptive pronouns. It is argued that where the L1 and the L2 share salient properties (such as head direction) restructuring of less salient features encoded in functional categories takes longer and may be persistently problematic. We suggest that the fact that Korean is more similar to Chinese (perhaps superficially, same head direction) leads learners not to restructure quickly, while the surface dissimilarity of English and Chinese gives rise to rapid restructuring in L2 grammars of learners.
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Lee, Kweonhong. "A study on Chinese language acquisition method: “Chopping Chinese Characters” and “Chinese Character's Family”." Han-Character and Classical written language Education 2016, no. 41 (November 30, 2016): 49–69. http://dx.doi.org/10.15670/hace.2016.41.1.49.
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Wen, Xiaohong. "The Acquisition of Chinese as a First and Second Language." Languages 5, no. 3 (September 3, 2020): 32. http://dx.doi.org/10.3390/languages5030032.
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Zhang, Xinye. "Language Variation in Mandarin as a Heritage Language: Subject Personal Pronouns." Heritage Language Journal 18, no. 1 (December 14, 2021): 1–29. http://dx.doi.org/10.1163/15507076-12340020.
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Abstract Because of limited language input, different dominant languages, and learners’ differing backgrounds, the acquisition of heritage languages is distinguished from the acquisition of L1 and L2. Few studies of Chinese as a Heritage Language (CHL) have explored whether students can acquire native-like sociolinguistic competence and language-specific variables with educational input. Based on a sociolinguistic variationist perspective, this study investigates the acquisition of variation between null and overt subject personal pronouns (SPP s) by heritage learners in an undergraduate-level Mandarin program. A total of 11,970 tokens were collected through classroom observation, sociolinguistic interviews, and narratives. Measuring mixed-effects logistic regression with Rbrul (Johnson, 2009), results show that the overall usage pattern of SPP s by CHL students largely resembled that in the input provided by the language program. Results also demonstrate that linguistic constraints including coreference, person and number, and verb type, and social factors such as discourse context, first languages, course level, and age of arrival had a significant effect on SPP expression by CHL learners. Implications for CHL development and variationist studies in heritage languages are discussed.
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Wu, Yan. "Review of Chinese English Learners’ Prosodic Acquisition." English Language Teaching 12, no. 8 (July 18, 2019): 89. http://dx.doi.org/10.5539/elt.v12n8p89.
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The traditional focus of English phonetic teaching in China has consistently been on the segmental acquisition, which is mainly highlighting the pronunciation of vowels and consonants, while its suprasegmental knowledge in speech naturalness, coherence and understanding is relatively insufficient. In addition, Chinese students have a serious problem in the rhythm of English language, which is mainly influenced by the characteristics of the syllable-timed in their mother tongue rather than in a stress-timed way. This study reviews the academic works of the nearly 15 years in the development of Chinese prosodic features of English language, giving a better and deeper analysis and appreciation of the suprasegmental phoneme levels of different aspects, such as the fundamental components of English prosody such as stress, rhythm and intonation. This study is hoped to shed light on the prosodic analysis of Chinese English learners’ oral proficiency in pronunciation, finding out the insufficiency in prosody of China English, and more importantly to provide effective learning strategy for Chinese English learners and teachers in prosody acquisition, therefore, it might pave the way to the reform of oral English teaching in China.
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Lee, Kang, Catherine Ann Cameron, Murrary J. Linton, and Anne K. Hunt. "Referential place-holding in Chinese children's acquisition of English articles." Applied Psycholinguistics 15, no. 1 (January 1994): 29–43. http://dx.doi.org/10.1017/s0142716400006962.
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ABSTRACTThis longitudinal study examines the acquisition of English articles by three 6-year-old, second language learning children whose native tongue is Chinese, a language without articles. Brown's coding scheme and an extended coding scheme were used in scoring the corpora of children's responses to a Syntax Elicitation Task. Results revealed that the Chinese children's acquisition of the definite article differed from- what had been previously found using Brown's coding scheme with English as first language learners and second language learning children of other native language origins. Chinese children's use of the definite article developed through an unmarked phase, a referential place-holding phase, a marked phase, and a referential substitution phase before the definite article was fully acquired. The acquisition of the indefinite article, on the other hand, was similar to the acquisition pattern already reported for children learning English as a first language or as a second language. It is suggested that referential place-holding, as well as referential substitution, might not be a Chinese-specific second language learning phenomenon; rather, they might be derived from a universal referential strategy for learning articles.
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Oshita, Hiroyuki. "THE UNACCUSATIVE TRAP IN SECOND LANGUAGE ACQUISITION." Studies in Second Language Acquisition 23, no. 2 (June 2001): 279–304. http://dx.doi.org/10.1017/s0272263101002078.
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The distinction of two types of intransitive verbs—unergatives (with underlying subjects) and unaccusatives (with underlying objects)—may not exist at early stages of L2 acquisition, both being syntactically represented as unergatives. This idea, referred to here as the Unaccusative Trap Hypothesis, provides an elegant developmental account for a variety of seemingly unrelated syntactic phenomena in L2 English, Japanese, and Chinese. Target language input, structural constraints on natural language linking rules, and linguistic properties of a learner's L1s shape stages in the reorganization of the lexical and syntactic components of interlanguage grammars. Although nonnative grammars may initially override the structural constraints postulated as the Unaccusative Hypothesis (Burzio, 1986; Perlmutter, 1978) and the Uniformity of Theta Assignment Hypothesis (Baker, 1988), at later developmental stages some may still achieve conformity with the norms of natural languages.
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Yang, Shuyi. "Chinese as Second Language Learners’ Beliefs about Vocabulary Acquisition." Journal of Modern Education Review 4, no. 10 (October 20, 2014): 789–801. http://dx.doi.org/10.15341/jmer(2155-7993)/10.04.2014/007.
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Jiang, Jiahong. "Chinese University Students' Metacognitive Strategy Use in Language Acquisition." International Journal of Mobile and Blended Learning 14, no. 1 (January 2022): 1–16. http://dx.doi.org/10.4018/ijmbl.297974.
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Since the introduction of flipped learning, it has drawn much attention and enjoyed increasing popularity. This study attempts to investigate Chinese English majors’ metacognitive strategy use in a flipped environment and the influencing factors of metacognitive strategy use. 35 subjects were asked to study the assigned online course video lectures out of class and participate in activities demanding the application of acquired knowledge. Students’ metacognitive strategy use and factors influencing their use were analyzed based on the data collected from written reflections, interviews and classroom observations. Findings indicate that 1) planning, self-monitoring, self-evaluation, directed attention and selective attention are students’ main employed metacognitive strategies in and out of the flipped classroom, 2) factors influencing students’ metacognitive strategy use consist of students’ desired learning outcomes and group learning, and students’ self-control over learning pace in the flipped context further motivates their use of diverse metacognitive strategies.
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Bae, Younghwan. "Acquisition of Glottalization by Chinese Learners of Korean Language." Journal of Language & Literature 72 (December 31, 2017): 345–74. http://dx.doi.org/10.15565/jll.2017.12.72.345.
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Wakabayashi, Shigenori. "Lexical learning in second language acquisition: optionality in the numeration." Second Language Research 25, no. 2 (April 2009): 335–41. http://dx.doi.org/10.1177/0267658308100293.
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Lardiere suggests that second language acquisition (SLA) researchers should pay more attention to the distribution of a given feature in source and target languages, using the distribution of [plural] in English, Chinese and Korean to illustrate. I argue that the distribution of [definite] in English shows a similar complexity, and that this has largely been ignored in existing second language studies. I propose that it is distributional complexity of this kind that underlies the gradual development and variability observed in second language (L2) performance. A four-stage model is outlined, attributing gradual development/variability (partly) to optionality in the numeration.
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Lu, Yanmei. "Literature Review of Second Language Learners’ Acquisition of Chinese Resultative Construction." Theory and Practice in Language Studies 7, no. 10 (October 1, 2017): 907. http://dx.doi.org/10.17507/tpls.0710.12.
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Chinese resultative construction was the hotspot of grammar researches and also the difficult point of second language teaching and learning. From the aspects of syntax, semantics and pragmatics, this paper analyzed the ontology researches of Chinese resultative construction, reviewed the research results of second language learners’ acquisition of Chinese resultative construction and also provided some references and directions of related researches.
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Armelle, Guemkam Ouafo Diane. "Chinese Learners’ Mistakes in the Acquisition of French: Case of Verb Tenses." World Journal of Social Science Research 5, no. 2 (June 6, 2018): 201. http://dx.doi.org/10.22158/wjssr.v5n2p201.
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<em>The mastery of grammatical categories is a very important aspect during the acquisition of foreign languages in general, and in particular contrastive linguistics. Verb tenses in French are important part of speech grammar. Non-Mastery of them may cause second language acquisition mistake and misunderstanding especially in French with the verb lexeme. Their confusion by Chinese learners leads to mistakes. This paper uses descriptive method to analyze Chinese learners’ mistake in French speaking and writing.</em>
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Schachter, Jacquelyn. "On the issue of completeness in second language acquisition." Interlanguage studies bulletin (Utrecht) 6, no. 2 (December 1990): 93–124. http://dx.doi.org/10.1177/026765839000600201.
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The issue of completeness in adult second language acquisition is critical in the development of a theory of second language acquisition. Assuming the Chomskyan definition of core grammar as being those aspects of the language determined by the interaction of the innately specified Universal Grammar and the input to which the learner is exposed, we need to ask if it is possible for an adult learner of a second language to attain native-speaker competence in the core aspects of the grammar of the second language. This paper examines evidence for presence or absence of one principle of UG, Subjacency, in the grammars of groups of proficient nonnative speakers of English. There are three groups whose native languages - Korean, Chinese, Indonesian - differ from English with regard to Subjacency, Korean showing no evidence of it, Chinese and Indonesian showing partial evidence of it. There is one group whose native language, Dutch, shows the full range of Subjacency effects that English does. If all groups show the same Subjacency effects in English that native speakers do, then it must be the case UG is still available for adult second language learning and completeness in second language grammars is possible; if not, then completeness cannot be included as a possible characteristic of adult second language acquisition. Proficient nonnative university students with the above native languages were given grammaticality judgement tests on a set of sentences containing a variety of structures (islands) and Subjacency violations involving those structures. Analysis showed that though all groups were able to correctly judge grammatical sentences (containing islands) as grammatical, only the Dutch group was able to correctly judge ungrammatical sentences (containing Subjacency violations) as ungrammatical; the Korean subjects performed randomly on this task. This native language effect was shown not to be due to attribute variables, such as age of first exposure to English, number of months in an English-speaking country, number of years of English study, etc. The results support the conclusion that completeness is not a possible property of adult-acquired grammars since adults no longer have access to UG for the second language learning process.
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Gil, Kook-Hee, and Marsden Heather. "Existential quantifiers in second language acquisition." Linguistic Approaches to Bilingualism 3, no. 2 (May 17, 2013): 117–49. http://dx.doi.org/10.1075/lab.3.2.01gil.
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Lardiere’s (2005, 2008, 2009) Feature Reassembly Hypothesis proposes that L2 acquisition involves reconfiguring the sets of lexical features that occur in the native language into feature bundles appropriate to the L2. This paper applies the Feature Reassembly Hypothesis to findings from recent research into the L2 acquisition of existential quantifiers. It firstly provides a feature-based, crosslinguistic account of polarity item any in English, and its equivalents — wh-existentials — in Chinese, Korean and Japanese. We then test predictions built on the Feature Reassembly Hypothesis, about how learners map target existential quantifiers in the L2 input onto feature sets from their L1, and how they then reassemble these feature sets to better match the target. The findings, which are largely compatible with the predictions, show that research that focuses on the specific processes of first mapping and then feature reassembly promises to lead to a more explanatory account of development in L2 acquisition.
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HUNG, FENG-SHENG, and ANN M. PETERS. "The role of prosody in the acquisition of grammatical morphemes: evidence from two Chinese languages." Journal of Child Language 24, no. 3 (October 1997): 627–50. http://dx.doi.org/10.1017/s0305000997003231.
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This paper examines two issues concerning the acquisition of grammatical morphemes: (1) How is the acquisition of grammatical morphemes influenced by prosodic and phonological characteristics of the language being learned? and (2) What sorts of prosodic and phonological properties do grammatical morphemes have that might aid children in applying particular segmentation strategies? To address these issues, we compared the acquisition of grammatical morphemes in a pair of morphosyntactically similar but prosodically different languages, namely Taiwan Mandarin Chinese (TMC) and Taiwanese (TW). We analyse the patterns of realization and omission of a highly frequent subset of grammatical morphemes in six children's speech, recorded between the ages 1;6 and 2;3. The results from the between-language comparisons suggest that rhythmic characteristics of languages can affect segmentation by providing different kinds of prosodic handles for children to grasp at.
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Zhang, Lanqing. "Common Problems in English Pronunciation Among Chinese Learners and Teaching Implications." Journal of Contemporary Educational Research 5, no. 5 (May 28, 2021): 33–38. http://dx.doi.org/10.26689/jcer.v5i5.2123.
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In the process of learning any languages, pronunciation is an important part of language acquisition because pronunciation may influence a listener’s comprehension of one’s expression. An example is the classical mistake of pronouncing “sink” and “think.” Because Germans cannot pronounce /s/, the rescue worker cannot understand why a man who is “thinking” needs help. In China, English learners are also facing the problems of pronunciation. Gimson, a famous professor of linguistics in Britain, pointed out that when learning a language, one should understand 50%-90% of its grammar and 1% of its vocabulary, but it is necessary to fully master the pronunciation, thus highlighting the importance of pronunciation.[1] However, pronunciation is a difficult part of a second language acquisition. This article analyzes the problems of pronunciation and discuss some methods on how to resolve them.
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Wang, Ruige, and Xiaoxia Xiang. "On the Function of Mother Tongue Transfer in English Vocabulary Acquisition." Theory and Practice in Language Studies 6, no. 11 (November 1, 2016): 2208. http://dx.doi.org/10.17507/tpls.0611.19.
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The theory of mother tongue transfer refers to that the habit of the first language will directly influence the acquisition of the second language, and play its positive and negative functions. As a Chinese learner, English vocabulary learning is inevitably influenced by the Chinese ways of pronunciation, cognitive styles and thought patterns. Based on the language transfer theory, this paper will analyze the influences of Chinese on English vocabulary learning from the positive and negative transfer respectively, and reveal the positive and negative effects of Chinese in the process of English vocabulary acquisition. What this paper intends to convey is to improve the efficiency of English vocabulary learning by investigating the main forms of transfer and finding the reasons of them. It presents some suggestions that language learners should make full use of positive transfer and avoid negative transfer.
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Zheng, Zexia. "A Review of Chinese as Second Language in Pragmatic Acquisition." International Journal of Education and Humanities 4, no. 1 (August 17, 2022): 98–100. http://dx.doi.org/10.54097/ijeh.v4i1.1324.
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The study of second language pragmatic acquisition has shown a good momentum of development in recent years. This paper will analyze and sort out the general situation of Chinese as second language pragmatic acquisition from the perspectives of theoretical basis, research perspective and literature analysis, and discuss the future research trends, in order to provide valuable reference for future research and promote the development of research in this field.
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Chen, Chen. "A Study on Positive Transfer of Native Language and Second Language Teaching Methods." Theory and Practice in Language Studies 10, no. 3 (March 1, 2020): 306. http://dx.doi.org/10.17507/tpls.1003.06.
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Native language is one of the important factors that affect second language acquisition (SLA). However, compared with the heated discussion about the negative transfer of native language, the positive transfer of native language lacks due attention. Taking Chinese and English as a case study, this paper first reveals the similarities between the two languages, then discusses the positive effects of native language on SLA, and finally explores English teaching methods so as to promote the positive transfer of native language and reduce the negative transfer.
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Yan, Mengzhu. "Book notice: Second Language Acquisition of Mandarin Chinese Tones — Beyond First-Language Transfer." Phonetica 77, no. 3 (August 8, 2019): 238–41. http://dx.doi.org/10.1159/000501803.
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Hudgens Henderson, Mary, Miho Nagai, and Weidong Zhang. "What languages do undergraduates study, and why?" Proceedings of the Linguistic Society of America 5, no. 1 (March 25, 2020): 722. http://dx.doi.org/10.3765/plsa.v5i1.4704.
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Language attitudes and motivations are among the most important factors in language acquisition that condition the language learning outcomes. College students enrolled in first-semester and second-semester courses of Chinese, Japanese, and Spanish at a Midwest American university completed a survey eliciting instrumental motivations, integrative motivations, and language attitudes. The purpose of this study was to examine the perceptions the learners of that language(s) held and how their language attitudes and motivations correlate with specific world languages. There was strong interest in using Chinese and Spanish for careers, while participants in Japanese were more interested in using the language for personal enjoyment. American-raised participants take Spanish and Asian-raised students take Chinese and Japanese for much the same reasons, in that they perceive the languages to be easy. Implications for world language programs recruitment are discussed, along with what world language educators can do to take advantage of these pre-existing attitudes and motivations to deliver high quality instruction beyond simply grammar.