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Artículos de revistas sobre el tema "Chinese language acquisition"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 20 de febrero de 2023

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1

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

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2

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

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3

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 seq

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4

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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5

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 posit

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6

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 initia

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7

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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8

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

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9

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’ na

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10

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 wa

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11

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

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12

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,

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13

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 eli

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14

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, 1

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15

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 1991:16

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16

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 acquir

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17

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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18

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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19

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.

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20

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

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21

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 trigg

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22

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

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23

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 childre

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24

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,

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25

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 privil

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26

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 instrument

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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 sho

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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

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29

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 th

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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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31

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

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33

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

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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. C

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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 o

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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 cla

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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, a

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40

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, Subja

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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 h

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44

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

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45

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

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46

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 Englis

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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

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