刊讯｜《汉语作为第二语言研究》2022年第1-2期

Chinese as a Second Language Research

Volume11,Issue1-2, November 2022

Chinese as a Second Language Research (CASLAR) 2022年第11卷第1-2期共发文12篇，其中英文论文6篇，中文论文6篇。研究论文涉及汉语作为第二语言研究、汉语语法研究、教学法研究等方面。

目录

PAPERS IN ENGLISH

■ Factors affecting English-speaking learners’ acquisition of Chinese relative clauses with demonstrative classifier phrases by Hui-Ming, Lois Du; Chun-Yin, Doris Chen; Fang-Yen, Hsieh.

■ The effects of L1, task, and classifier type in Chinese-L2 learners’ use of classifiers by Zhang, Jiahuan; Gnevsheva, Ksenia.

■ Pedagogical issues related to the adverb dou [都] in Mandarin Chinese by I-hao woo

■ A two-case study on CSL learners’ agency in classroom settings from the perspective of language socialization by Luo, Shaoqian; Si, Zhoucong.

■ Chinese literacy learning by immigrant learners by Francis, Norbert; Thi-Nham Le.

■ How do L1 Chinese raters process the L2 Chinese speech signal at the sentence level with respect to accentedness, comprehensibility and intelligibility? by Neal, Robert.

PAPERS IN CHINESE

■ 温岭方言感叹范畴的标记手段及相关问题 by 马宏程 (Hongcheng Ma)*, 熊雯 (Wen Xiong) and 赵佳鑫 (Jiaxin Zhao)

■ 西班牙中学汉语教师课堂语码转换的个案研究 by 叶智媛 (Zhiyuan Ye) and 刘运同 (Yuntong Liu)*

■ 泰國學習者之漢語 “給” 字句偏誤分析 by 李郁錦 (Yu-Chin Li)* and 康茉莉 (Manlike Kankakee) 

■ 礼貌驱动的汉语道义情态表达 by Kim, Aejung; Liu, Yibin; Peng, Lizhen.

■ 现代汉语的主观量标记 “基本” by Liu, Chengfeng; Huang, Ying.

■ 情态动词 “可以” 的语法教学 by Zhang, Hanbing; Liu, Lidan.

摘要

Factors affecting English-speaking learners’ acquisition of Chinese relative clauses with demonstrative classifier phrases

Hui-Ming Lois Du, Department of English, National Taiwan Normal University, Taipei, Taiwan

Chun-Yin Doris Chen, Department of English, National Taiwan Normal University, Taipei, Taiwan

Fang-Yen Hsieh, Department of East Asian Studies, Princeton University, 232 Frist Campus Center, Princeton, NJ 08544, USA 

Abstract 

The current empirical research aimed to investigate native Englishspeaking learners’ acquisition of Chinese relative clauses (RCs) by conducting two studies. Study I explored the participants’ performance on gapped and gapless relative clauses (RCs) and their interpretation of demonstrative classifier (DCL)- relative clauses. Study II further investigated the participants’ interpretation of DCL-first and DCL-second RCs and discussed contextual effect. Different tasks were designed in the two studies: a sentence-unscrambling (SU) task and an acceptability judgement (AJ) task in Study I; and an interpretation (IT) task in Study II. A total of 20 L2 learners and 20 native speakers of Mandarin participated in our research. The overall results obtained from Study I revealed that gapped RCs were easier to produce and accept than gapless RCs, and learner performance was influenced by DCL position. Moreover, the L2 learners’ L1 knowledge was found to affect their production, but the task effect was not significant. In Study II, DCL-first RCs were found to be as difficult as DCL-second RCs for the L2 learners to interpret. The non-restrictive and restrictive interpretations of DCL-first RCs were found to be much more comprehensible. Finally, the L2 learners’ interpretation of RCs having DCL phrases in different positions showed a tendency of a contextual effect.

Key words: Chinese relative clauses; contextual effect; DCL positions; gap influence; L1 influence

The effects of L1, task, and classifier type in Chinese-L2 learners’ use of classifiers

Jiahuan Zhang, Faculty of Education, University of Hong Kong, Room 548, Meng Wah Complex, Hong Kong, SAR, P. R. ChinaKsenia Gnevsheva, School of Literature, Languages and Linguistics, Australian National University, Canberra, ACT, Australia

Abstract : This study explores three potential factors that influence Chinese L2 learners’ classifier use in a classroom setting: L1 background, task, and classifier type. We developed a picture-prompted test, including composition, free cloze, and multiple-choice cloze questions to elicit the use of classifiers. Participants were 50 Chinese L2 learners from Arabic, English, and Japanese L1 backgrounds. Although Japanese L1 participants performed numerically better than their Arabic and English counterparts, statistical analysis suggests that L1 was not a significant predictor of test performance. The composition task was shown to be conducive to the use of test-taking strategies, and it revealed a higher classifier accuracy than the more constrained multiple-choice task. Meanwhile, there was an interaction between L1 and task, suggesting that L1 influence may be conditioned by task type. Moreover, our logistic model predicts different levels of accuracy for classifier use by type, which potentially suggests a developmental path of acquiring classifiers licensed by the most prominent noun feature they are associated with, with shape being the earliest, followed by animate, inanimate, and concept.

Keywords: Chinese classifiers; developmental path; L1 effect; task effect; visual prompt

Pedagogical issues related to the adverb dou [都] in Mandarin Chinese 

I-hao Woo (伍逸豪), Modern Languages, University of Colorado Denver, Campus Box 178, P. O. Box 173364, Denver, CO 80217, USA

Abstract The semantic and syntactic properties of the adverb dou ‘both/all’ in Mandarin Chinese have been extensively discussed. However, due to the increasing number of Chinese as a Second (CSL) learners, many researchers have recently begun conducting studies that address language learners’ acquisition of this adverb. In this study, I more widely investigate the usages of dou. More specifically, I examine how dou is presented in a CSL textbook and conduct a corpus study on the use of dou in various types of discourses. The main goal is to investigate whether or not there is a gap between the textbook and the corpus data. The overall results suggest that the focus of the textbook is dissimilar to the results of the data. To fill the gap, I provide several class materials and classroom activities involving the morphosyntax, semantics, and pragmatics of dou that can facilitate CSL learners’ acquisition. 

Keywords: : adverb dou; corpus linguistics; morphosyntax; quantifier; textbook

温岭方言感叹范畴的标记手段及相关问题

马宏程 (Hongcheng Ma), Chinese School of Zhejiang International Studies University, Hangzhou, China

熊雯 (Wen Xiong), School of Humanities, Zhejiang University of Science and Technology, Hangzhou, China

赵佳鑫 (Jiaxin Zhao), Chinese School of Zhejiang International Studies University, Hangzhou, China

提要：温岭方言和普通话一样, 感叹范畴的表达有词汇、语法和语用手段, 其中语 法手段是本质的和必有的。词汇手段主要是使用副词、代词和叹词作感叹标记;语 法手段表现为添加语气词或零形式、重复句子和倒装语序；语用手段则是使用其 他句类形式来表达感叹。温岭方言和普通话感叹范畴标记手段的主要差异表现在 具体标记的形式、线性顺序等方面。从跨语言角度来看, 温岭方言、普通话与日 语、韩语都属于wh-词原位语言, 感叹表达主要使用添加手段,但在有疑问代词或副 词作感叹标记时表达方式则会有所不同。温岭方言中后置副词“显”作状语成分, 表 达感叹范畴时有着至少三种不同于普通话语序的句式。“显”的具体表现与其句法 特点、来源和演变有关.

关键词：温岭方言; 感叹范畴; 标记; “显

西班牙中学汉语教师课堂语码转换的个案研究

刘运同 (Yuntong Liu), International School of Tongji University, China

叶智媛 (Zhiyuan Ye), Confucius Institute of Universidad de Las Palmas de Gran Canaria, Spain

提要：本研究采用会话分析方法从微观层面探讨海外汉语课堂上的语码转换使 用。研究以话轮为出发点, 从话轮 (Turn) 内部、话轮之间两个角度对汉语志愿者 教师在西班牙中学三语环境下的课堂语码转换进行分析描述, 并概括课堂语码转 换的功能。研究发现, 在海外三语教学环境下, 教师的语码转换类别呈现出一定的 规律, 语码转换的功能有教学功能、课堂管理功能和人际功能。在海外汉语教学 中语码转换是教师重要的教学资源。 

关键词： 语码转换; 会话分析; 汉语教师; 西班牙; 中学

泰國學習者之漢語 “給” 字句偏誤分析

李郁錦 (Yu-Chin Li), Department of Applied Chinese Literature, Chung Yuan University, Taoyuan City, Taiwan

康茉莉 (Manlike Kankakee), Department of Applied Chinese Literature, Chung Yuan University, Taoyuan City, Taiwan

提要：本文以泰國學生學習漢語「給」字句為例, 探討學習者真實產生之偏誤; 其 具體和抽象兼具的語法意義與複雜的用法, 使得「給」字句成為泰國學生學習中主 要的難點之一。本文的主要分為二部分: 首先, 針對漢泰二語的「給」字句本體三 層次分析及對比。其次, 為克服語料取得的困難及取得足夠的樣本, 採用兩大學習 者語料庫: TOCFL 學習者語料庫及 HSK 動態作文語料庫, 從四種偏誤分別剖析。本研究運用語言對比分析法和偏誤分析法及中介語研究, 對漢泰兩種語言中「給」字 句進行了多角度、多層面的探究、分析與解讀, 期能幫助教師在課堂上更加了解泰 國學生可能產生的中介語現象和學習「給」字句時的需求

關鍵詞：詞: 「給」字句; 泰國華語學生; 偏誤分析; 學習者語料庫; 中介語

A two-case study on CSL learners’ agency in classroom settings from the perspective of language socialization by Luo, Shaoqian; Si, Zhoucong.

Luo, Shaoqian School of Foreign Languages and Literature, Beijing Normal University, Beijing, China

Si, Zhoucong  School of Foreign Languages and Literature, Beijing Normal University, Beijing, China

Abstract : Examining the learner agency expressed by two learners of Chinese as a second language (CSL), the current two-case study was conducted from the perspective of language socialization. Qualitative data have been collected through classroom observations and semi-structured interviews. Data analysis reveals that the two cases in the current study exhibited eight forms of learner agency in their CSL learning, including self-determination, self-motivation, self-regulation, participation, cooperation, negotiation, hesitancy and resistance. In addition, learner agency observed in the two cases is constantly mediated by multiple sociocultural factors in specific contexts of CSL socialization. The results of the current study imply the socioculturally mediated essence of learner agency and suggest that learner agency develops through a temporal course and is constrained by social structures.

Keywords: case study; language socialization; learner agency; social factors

Chinese literacy learning by immigrant learners

Francis, Norbert  Northern Arizona University，Flagstaff, USA 

Thi-Nham Le National Chengchi University, Taipei, Republic of China

Abstract For both second and foreign language students, mastery of the Chinese writing system typically presents itself as a special learning challenge. This report begins with a summary of relevant aspects of an exploratory study of East Asian immigrant language learners. It serves to set the stage for a discussion of theoretical problems that hopefully will lead to new directions in research focused on second language (L2) learners of Chinese in general. In particular, the discussion will highlight the circumstances of that population of learners who come to the task of L2 Chinese literacy as already literate in their first language. In this regard, what is the role of language awareness in learning to read and write, in particular regarding the link between characters and their pronunciation? The participants in the study were young adult immigrants from Vietnam who today look back on their experience of language learning in the host country over the course of the last 20 years.

Keywords: : East Asian languages; immigration; language awareness; phonological transcription; second language literacy

How do L1 Chinese raters process the L2 Chinese speech signal at the sentence level with respect to accentedness, comprehensibility and intelligibility?

Neal, Robert   University of Cambridge, Cambridge, UK

Abstract: Set within the context of teaching and learning Chinese at two secondary schools in the North of England and adopting a case study research design, the aim of this study was to develop research-informed insights into the nature of the pronunciation challenges facing beginner learners of Chinese. Data collection activities included recording the spoken Chinese of 20 L2 learners during a read-aloud task and a question-answer activity. Forty L1 raters were subsequently interviewed as they rated and transcribed the learners’ randomized speech samples. Distinguishing between the key constructs of accentedness, comprehensibility and intelligibility, it was found that heavily accented tones did not necessarily lead to lower levels of comprehensibility and intelligibility. Furthermore, many intelligibility breakdowns – i.e. when raters failed to correctly transcribe the learners’ intended utterances – could be traced to problems with individual words which usually implicated segmental sounds as well as tone. Findings are interpreted in terms of indicating a need for more nuanced classroom priorities aimed at the promotion of intelligible speech as opposed to an unrealistic focus on developing a native-like accent.

Keywords：accentedness; comprehensibility; intelligibility; L2 pronunciation; rater

礼貌驱动的汉语道义情态表达

Kim, Aejung; Center for Studies of History of Chinese Language, Zhejiang University, Hangzhou City, Zhejiang Province, China

Liu, Yibin;  School of Foreign Languages, Zhejiang Gongshang University, Hangzhou City, Zhejiang Province, China

Peng, Lizhen, Center for Studies of History of Chinese Language, Zhejiang University, Hangzhou City, Zhejiang Province, China

提要：道义情态内部存在礼貌程度上的差异。为了不威胁面子, 言者表达道义情态时, 会设法使用间接手段, 以提高礼貌的程度。本文讨论了使指令显得间接的三类表现手段: (一) 道义情态来源的客观化。表现为选择 “得 (děi)”、“不得不” 表示的源于客观的道义情态, 或使用使道义情态客观化的 “有M” 或 “有VP的M” 等形式。(二) 道义情态的低量级化。在威胁面子的语境中, 言者说[许可]而隐含[必要], 说[免除]而隐含[禁止]。(三) 非道义情态的道义情态化。言者表达对事件整体的评价、表达事件发生的时间等要素的合适性、表示事件成真的[能力]、[勇气]或[条件], 等等, 但真正的目的是以这些原来表达非道义情态的语言形式, 间接地表达道义情态。

关键词： 情态; 道义情态; 礼貌; 间接

现代汉语的主观量标记 “基本”

Liu,Chengfeng, School of International Chinese Studies, East China Normal University, Shanghai, China

Huang, Yin, School of International Chinese Studies, East China Normal University, Shanghai, China

提要：

现代汉语副词 “基本” 表示量，其语义 “大体上” 基于客观标准这一 “参照量”，量化句子中表 “全量” 的谓词性成分、 “都” 和其前名词性成分，并表征现实量与预期量、标准量之间的关系。“基本” 可限定客观量，也可限定主观量：前者仅指现实量接近标准 “参照量”; 后者指现实量未达到标准 “参照量”，但言者认为其超过了 “预期量”; 言者对现实量做积极评价，是主观大量类。“基本” 表征主观量的同时，也体现了言者对事件可能性的判断，是一种认识上的不确定。

关键词： 基本; 预期量; 主观量; 不确定

情态动词 “可以” 的语法教学

Zhang, Hanbing; School of International Chinese Studies, Nanning Normal University, 530001, Nanning City, Guangxi, China

Liu, Lidan, School of Civil Engineering and Architecture, Guangxi Minzu University, Nanning City, Guangxi, China

提要：

“可以” 是现代汉语中典型的多义情态动词，因与其他近义情态动词存在交错关系，成为汉语作为第二语言教学中的一个难点。通过对母语语料的统计发现，“可以”表[许可]义的数量远高于[能力]义，这一方面反映了[许可]义的原型性，一方面也成为安排教学顺序的依据。本文通过确定不可替代用法论证了 “可以” 在语义表现中的 “条件性”，并提炼了相应的句法形式，同时结合中介语语料，对 “可以” 的语法教学提出了相应的建议。

关键词：情态动词; “可以” ; 许可; 能力; 条件性; 语法教学

期刊简介

Chinese as a Second Language Research (CASLAR) focuses on research on the acquisition, development, and use of Chinese as a Second Language. It supports scholars and researchers from different linguistic fields, and serves as a forum to discuss, investigate, and better understand Chinese as a Second Language. Each issue (2 per year) of the journal publishes three papers in Chinese and three papers in English; summaries are always provided both in Chinese and English.

《汉语作为第二语言研究》（CASLAR）专注于汉语作为第二语言的习得、发展和使用的研究。它支持来自不同语言领域的学者和研究人员，并作为讨论、调查和更好地理解汉语作为第二语言的论坛。期刊每期（每年2期）发表中文论文三篇，英文论文三篇；提供中文和英文摘要。

We are especially interested in publishing articles and research papers that

• investigate how empirical findings of CSL research can advance and develop better Chinese language teaching methodologies,

• explore the implications of CSL research for theoretical developments and practical applications,

• focus on the acquisition and use of varieties of CSL,

• study the nature of interaction between native speakers and non-native speakers of Chinese,

• address major issues of second language acquisition from the perspective of CSL,

• analyze the ways in which language is both shaped by culture and is the medium through which culture is created

该刊对涉及以下主题的文章和研究论文特别感兴趣：

• 调查汉语作为第二语言研究（CSL）的实证结果如何推进和开发更好的汉语教学方法，

• 探索 CSL 研究对理论发展和实际应用的影响，

• 专注于不同种类的CSL习得和使用，

• 研究母语为汉语和非汉语为母语的人之间互动的本质，

• 从CSL的角度解决第二语言习得的主要问题，

• 分析语言如何既受文化塑造又是创造文化的媒介

官网地址：

https://www.degruyter.com/journal/key/caslar/html

本文来源：CASLAR)官网

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