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

By Nan Jiang

This ebook is a suite of thirteen empirical experiences interpreting the purchase and processing of chinese language as a moment language. at the acquisition entrance, those reviews discover the purchase of constructions reminiscent of the perfective marker le, wh-questions, bei- buildings, and naked nouns, and view the criteria that can impact acquisition similar to beginners' heritage, nervousness, and guide. Processing stories hide issues comparable to the id of chinese language tones, the popularity of characters, the processing of compounds and relative clauses, and the expression of movement occasions. lots of those stories symbolize pioneering and state-of-the-art learn on their respective subject matters, and all might be of curiosity to scholars and students who're attracted to the examine of acquisition and processing of chinese language as a moment language.

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Wh-questions remain in-situ in Chinese, whereas in English they are fronted to the sentence initial position. Owing to this contrasting syntactic representation between Chinese and English, the acquisition of wh-questions, especially those at the object, attributive and adverbial positions, poses a particular challenge to beginning CFL learners. For example, beginning Chinese learners whose first language is English tend to follow the English word order and commit errors as shown in examples (1) to (3) (student’s erroneous sentences are marked with *).

Cambridge: Cambridge University press. Cook, H. M. (2008). Socializing identities through speech style: learners of Japanese as a foreign language. Bristol, Buffalo: Multilingual Maters. DeKeyser, R. (1991). Foreign language development during a semester abroad. In B. F. ), Foreign language acquisition: Research and the classroom (pp. 104–119). Lexington, MA: D. C. Heath. Díaz-Campos, M. (2004). Context of learning in the acquisition of Spanish second language phonology. Studies in Second Language Acquisition, 26(2), 249-274.

A possible explanation is that learners in SA and IM environments have the opportunity to spend more time together, hanging out together and helping one another with homework. Classmates in AH, on the other hand, do not usually spend as much time together once they leave the classroom, in part because they are taking non-Chinese language courses that expose them to vastly different cohorts of classmates. However, contact with classmates may not be conducive to improving accuracy. , Magnan and Back, 2007).

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