Advances in Chinese As a Second Language: Acquisition and by Nan Jiang

By Nan Jiang

This publication is a set of thirteen empirical stories interpreting the purchase and processing of chinese language as a moment language. at the acquisition entrance, those experiences discover the purchase of constructions corresponding to the perfective marker le, wh-questions, bei- buildings, and naked nouns, and consider the criteria which may impact acquisition akin to inexperienced persons' historical past, anxiousness, and guide. Processing stories conceal issues resembling the id of chinese language tones, the popularity of characters, the processing of compounds and relative clauses, and the expression of movement occasions. a lot of those reports symbolize pioneering and state of the art study on their respective subject matters, and all could be of curiosity to scholars and students who're attracted to the research of acquisition and processing of chinese language as a moment language.

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1999). The acquisition of LE in L2 Chinese. ljц⭼≹䈝ᮉᆖNJ, 47(1):56-64. Tsimpli, I. , & Sorace, A. (2006). Differentiating interfaces: L2 performance in syntax-semantics and syntax-discourse phenomena. In D. Bamman, T. Magnitskaia, & C. ), Proceedings of the 30th Annual Boston University conference on language development (pp. 653-664). Somerville, MA: Cascadilla Press. Wen, X. (1995). Second language acquisition of the Chinese particle le. International Journal of Applied Linguistics, 5(1), 45-62.

S. (1994). Aspectual viewpoint and situation type in Mandarin Chinese. Journal of East Asian Linguistics, 3(2), 107-146. 32 Acquiring the Perfective Aspect Marker Le Sun, D. (1993). ཆഭᆖ⭏⧠ԓ≹䈝ҶⲴҐᗇ䗷〻ࡍ↕࠶᷀. lj䈝䀰ᮉᆖ о⹄ウNJㅜ 2 ᵏ. Sun, C. (2000). Introduction to Chinese linguistics. Oxford: Oxford University Press. Teng, S. (1999). The acquisition of LE in L2 Chinese. ljц⭼≹䈝ᮉᆖNJ, 47(1):56-64. Tsimpli, I. , & Sorace, A. (2006). Differentiating interfaces: L2 performance in syntax-semantics and syntax-discourse phenomena.

5 point was given if the whquestion word was correct but was used at a wrong location. b. Untimed error correction task For this task, students were asked to judge whether a series of sentences containing wh-questions at different locations were grammatically correct or wrong. Distractors, in the form of the newly learned grammar in the current lesson, were also included. Students were asked to first provide a true or false judgment of the grammaticality of each sentence, and then provide a correct sentence if they decided that a sentence was wrong.

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