By Nan Jiang
This publication is a suite of thirteen empirical experiences interpreting the purchase and processing of chinese language as a moment language. at the acquisition entrance, those experiences discover the purchase of constructions akin to the perfective marker le, wh-questions, bei- structures, and naked nouns, and look at the criteria which may have an effect on acquisition resembling novices' history, anxiousness, and guideline. Processing reviews conceal issues corresponding to 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 signify pioneering and state-of-the-art study on their respective themes, and all can be of curiosity to scholars and students who're drawn to the learn of acquisition and processing of chinese language as a moment language.
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Extra resources for Advances in Chinese As a Second Language: Acquisition and Processing
The role of input and interaction in second language acquisition: Introduction to the special issue. Modern Language Journal, 82(3), 299–307. Han, Z. (2002). A study of the impact of recasts on tense consistency in L2 output. TESOL Quarterly, 36(4), 543-572. Krashen, S. (1981). Aptitude and attitude in relation to second language acquisition and learning. In K. C. ), Individual differences and universals in language learning aptitude. Rowley, MA: Newbury House. Krashen, S. (1982). Principles and practice in second language acquisition.
1998). Is being there enough? The effects of homestay placements on language gain during study abroad. Foreign Language Annals, 31, 492 – 500. Smith, C. 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.
8) Repetition Student: * Ji ge jiejie ni you? how many classifier sister you have (How many sisters do you have? ) Teacher: Ji ge jiejie ni you? Student: ni you ji ge jiejie? (9) Clarification request Student: * Shenme cai ni xiang chi? ) Teacher: Ni shuo shenme? ) Student: Ni xiang chi shenme cai? (10) Elicitation Student: * Shenme cai ni xiang chi? ) Teacher: Ni xiang chi ….? Student: Ni xiang chi shenme cai? Treatment Procedure At the beginning of the study, two classes received the same instruction on wh-questions with the aid of the same PowerPoint slides.