刊讯｜国际期刊《汉语研究与教学》第1-3卷（共6期）

Researching and Teaching Chinese as a Foreign Language

Volume 1-3, 2015-2022

Researching and Teaching Chinese as a Foreign Language第1-3卷（共6期）刊文27篇，其中研究性论文26篇，书评1篇。研究论文涉及中文汉字教学，中文体标记教学，第一语言对二语习得的影响， 普通话中的指示代词研究等。欢迎转发扩散！

目录

Vol. 1 No.1

Articles

■  Reflections on "Researching and Teaching Chinese as a Foreign Language", by Christian M.I.M. Matthiessen, Pages 1-27.

■ Investigating second language learners' usage of Mandarin numeral classifiers: A case-based study, by Rosmawati, Pages 29-50.

■ The Pragmatic Competence of Chinese L2 Learners of Different L1s (In Reference to the Modal Auxiliary Neng Verb Group), by Wen Xiong, Pages 51-74.

■ The Use of ICT in Singapore's Primary Chinese Lessons (A Study Based on Classroom Observation), by Yang Ronghua, Pages 75-94.

■ The Characteristics of Chinese Grammar and the Grammatical Information in Chinese Dictionary for Second Language Learners, by Xu Feng, Pages 95-108.

Vol.1 No.2

Articles

■ A Systemic Functional Framework for Chinese Analysis, by Yang Yanning, Pages 109-157.

■ The Effects of First Language in the Learning of Target Language Knowledge (A Survey on the First Language Monitoring Awareness of Singapore B-Chinese Students), by Aw Guat Poh, Han Yuefang, Pages 158-173.

■ Number System of the Noun Phrases Modified by Demonstrative Pronouns in Mandarin Chinese, by Liu Yu, Pages 174-185.

■ On the Reclassification and Implementation of Strategies for Teaching CSL/CFL in the Context of Globalization, by Peijian Sun, Lawrence (Jun) Zhang, Pages 186-204.

■ The Mode of Collocation Input for Teaching Chinese as the Second Language, by Xinling Zhou, Pages 205-224.

Vol. 2 No.1

Articles

■ Investigating the teaching of Chinese aspect markers 'zai', 'zhe', 'le' and 'guo' (Grammar-Translation approach and a communicative approach), by Qiaochao Zhang, Pages 1-41.

■ Use of linguistic devices in conveying refusals in Mandarin Chinese, by Dan Jiang, Pages 42-69.

■ Bridging the gap from intermediate to advanced proficiency with higher-order thinking skills and content knowledge, by Michelle M. Low, Pages 70-86.

■ On Verbs Modified by "yige" in Subject or Object Position, by Shao Hongliang, Pages 87-98.

Book Reviews

■ Chinese Character Dictionary (A new approach to arranging, explaining and looking up Chinese characters), by Zhang Xinming, Pages 99-107.

Vol.2 No.2

Articels

■ Adopting mixed methods for research topics in teaching Chinese as a second/foreign language, by Feng Liang, Pages 109-122.

■ Exploring the relationship between grammatical metaphor and mode differentiation in Chinese political discourses, by Cheng Xi, Pages 123-161.

■ Effects of delaying character instruction in a Chinese as a foreign language classroom on affective outcomes, by Jesse Walker, Frederick Poole, Pages 162-180.

■ Teachers as curators (Curating authentic online content for beginning and intermediate CFL learners), by Shenglan Zhang, Pages 181-193.

Vol.3 No.1

Articles

■ Teaching Chinese Characters to Second Language Learners, by Szandra Ésik, Pages 1-22.

■ Empirical Studies on L2 Mandarin Chinese Production (What Can We Learn from Them?), by Xiaoshi Li, Qian Luo, Jie Liu, Catherine Ryu, Pages 23-49.

■ Chinese Language Standards of Primary and Secondary Texts (China and Singapore Compared), by Kaycheng Soh, Pages 50-64.

■ Modal Markers in Chinese E-mails Produced by Students of Learning Chinese as Foreign Language, by Yang Lili, Pages 65-86.

Vol.3 No.2

Articles

■ The Ideal Foreign Oriented Definition Model of Words with Chinese Characteristics, by Wanling Guo, Pages 87–112.

■ Varying Shades of Hearing (An Overview of Tone Perception Studies in L2 Mandarin Chinese), by Xiaoshi Li, Qian Luo, Jie Liu, Catherine Ryu, Pages 113–133.

■ A Comparative Study of the Two Sets of Chinese Textbooks in Singaporean Secondary Schools (From the Perspectives of the Students' Perception with Diverse Background), by Guat Poh Aw, Shouhui Zhao, Xiangqing Hu, Pages 134–162.

■ Systemic Functional Linguistics and the Development of Spoken Chinese Textbooks, by Yanning Yang, Xinming Zhang, Pages 163–194.

第1期摘要

Reflections on "Researching and Teaching Chinese as a Foreign Language"

Christian M.I.M. Matthiessen, The Hong Kong Polytechnic University

Abstract The launch of RTCFL, Researching and Teaching Chinese as a Foreign Language, under the outstanding guidance by Professor Yang Yanning is truly excellent news for (applied) linguists concerned with crucial importance of Chinese as a Foreign Language and for teachers of Chinese as a Foreign Language — but also for present and future learners of Chinese, who will benefit from new insights that will be disseminated through the journal, and for applied linguists more generally. So much of applied linguistics concerned with second / foreign language teaching and learning has been focussed on English, but RTCFL will provide new insights based on the educational engagement with another "major language". Naturally, it is essential that "minor languages" should also be given theoretical and practical attention in this area, including minority languages in China and elsewhere in modern nation states where "small languages" and their communities of speakers are facing unprecedent challenges in extended history of "vanishing voices" and "dying words" over the last ten thousand years or so (see e.g. Grenoble & Whaley, 2006; Hagège, 2000; Harrison, 2007; Nettle & Romaine, 2000).

Key words Chinese Language, Multilingualism

Investigating second language learners' usage of Mandarin numeral classifiers: A case-based study

Rosmawati, The University of Sydney

Abstract This article reports on the profiles of Mandarin Chinese Numeral Classifier usage by two learners of Chinese as a second language (CSL). The data were collected from the essays they wrote in one academic semester during which they were preparing for a Chinese proficiency test. The findings suggested that the two CSL learners used the general classifier? ge to a relatively higher proportion than the native speakers did. Apart from the general classifier? ge, the two CSL learners also used a variety of specific classifiers. The learner with higher proficiency used more types of classifiers than the learner with lower proficiency although the learner with lower proficiency used more tokens than the learner with higher proficiency. Interestingly, the accuracy rate in the usage of specific classifiers in both learners’ essays was quite high.

Key words Mandarin Chinese, Numeral Classifiers, Usage Profiles, Classifier Language, Proficiency Level

The Pragmatic Competence of Chinese L2 Learners of Different L1s (In Reference to the Modal Auxiliary Neng Verb Group)

Wen Xiong, University of Rhode Island

Abstract Research studies have shown there is growing attention on the importance of developing the learners' L2 pragmatic competence. The article focus mainly on discussion how L2 learners of Chinese understand and use Chinese modal auxiliary verbs (Neng Verb Group) to achieve related pragmatic functions. It contains results and analyses from a quasi-survey of elicitation tasks designed for 70 college level Chinese second-language learners from three language backgrounds (English 19, Japanese 25 and Korean 26), all are at different Chinese language proficiency levels. The results show that the learners from different L1s have different patterns of Appropriateness and Replacement uses. There is significant difference between the learners' Chinese language levels, which is there are significant differences between the basic level and the intermediate level, between the basic level and the advanced level, but not between the intermediate level and the advanced level. This "plateauing" provides insights from pedagogical perspective on how to interwoven the pragmatic knowledge into the language teaching.

Key words Modal Auxiliary Verbs, Pragmatic Competence, language accquisiton, modal auxiliary verbs, appropriateness

The Use of ICT in Singapore's Primary Chinese Lessons (A Study Based on Classroom Observation)

Yang Ronghua, East China Normal University

Abstract This paper examines how information and communication technology (ICT) is utilized for the purpose of teaching Chinese language in Singapore's primary school. From the analysis of 17 Chinese lessons, conclusions regarding the role of ICT in Singapore's Chinese language teaching emerge, showing how various types of ICT tools and materials are manipulated for different purposes of teaching, how ICT is combined with pedagogies widely used in Chinese language teaching, how ICT is incorporated into classroom interaction, and how ICT works together with textbook in Chinese classroom. This paper also attempts to explain the findings of data analysis in terms of teachers’ attitude to ICT use, the problems of policy initiatives and the limitation of technology itself.

Key words Information and Communication Technology (ICT), Chinese language teaching, pedagogy, textbook, classroom interaction

The Characteristics of Chinese Grammar and the Grammatical Information in Chinese Dictionary for Second Language Learners

Xu Feng, Nanyang Technological University

Abstract This paper discusses the Configuration and the Presentation of Grammatical Information in Chinese Dictionary for Second Language Learners on the basis of two Chinese dictionaries: one is the Commercial Press Learner’s Dictionary of Contemporary Chinese, the other one A Chinese Dictionary for Learners and Teachers. It emphasizes that the tagging of the sub category of Chinese part of speech should be considered in accordance with the characteristics of Chinese grammar. The features of rhythm restriction to Chinese syntax should also be included in grammatical information. It is important to make full use of the existing corpus for more suitable examples. It is also important to pay more attention to systematical consistency of grammatical tagging and the explanations of symmetrical words.

Key words Grammatical information, grammatical characteristics, rhythm, arrangement

第2期摘要

A Systemic Functional Framework for Chinese Analysis

Yang Yanning, East China Normal University

Abstract This paper attempts to develop a framework for the functional analysis of Chinese within the theoretical background of Systemic Functional Grammar (SFG). It focuses its discussion on the controversial issues emerged from previous Chinese studies, aiming to provide new insights into these uncertainties. Given that the terminology in SFG is originally created for the analysis of English, the key terms in the framework are defined by examining their functions in the linguistic environment of Chinese to prevent any distortion of the characteristics in the language. The framework consists of the systematic descriptions of Chinese clauses in experiential, interpersonal, and textual dimensions. The descriptions end up by proposing the realization statements for Transitivity, Theme and Mood systems in Chinese. The framework also includes the descriptions of grammatical categories above and below clause in Chinese. In particular, the grammatical structures of clause complex and various types of group/phrase are examined for this purpose.

Key words Chinese, Modality, Mood, Systemic functional analysis, Theme, Type of process

The Effects of First Language in the Learning of Target Language Knowledge (A Survey on the First Language Monitoring Awareness of Singapore B-Chinese Students)

Aw Guat Poh, Nanyang Technological University

Han Yuefang, Nanyang Technological University

Abstract Scholars have been showing great interest in the Thinking Mode, Cognition Mechanism and Information Processing during the process of second language learning. Efforts have been exerted on the figuring out of the relationship between mother tongue and target language, and the major role mother tongue plays in the whole process of cognition operation. This paper, on the basis of ‘Knowledge-Cognition-Meta cognition’ theory, conducts an investigation of 130 junior high students from four middle schools in Singapore on how mother tongue thinking monitors Chinese (L2) learning through the stimulus of textbook English notes. This survey, consisting of three parts including vocabulary, sentence and discourse learning, aims to explore the deep operation mechanism of mother tongue thinking monitoring, and they are autonomous learning intention monitoring, independent understanding monitoring, quick understanding monitoring, rapid memorizing monitoring, and quick application of learned knowledge monitoring. The result indicates: (1)the way English thinking monitoring Chinese learning appears to be obvious and apparent; (2)the students have strong intention of autonomous learning; (3)the learning effects of target language have been largely improved.

Key words First language effects, Learning Chinese as a second language learning, Meta cognition, language learning

Number System of the Noun Phrases Modified by Demonstrative Pronouns in Mandarin Chinese

Liu Yu, Sichuan International Studies University

Abstract This paper aims to account for the number system of the noun phrases modified by the demonstrative pronouns in Mandarin Chinese. The cross-linguistic analysis indicates that the noun phrases modified by the demonstrative pronouns in both English and Mandarin Chinese have developed a rigorous grammatical system to represent the property of number. However, whereas the English noun phrases highlight the distinction between singular and plural forms, the Chinese ones tend to distinguish specific quantity from indefinite quantity. A new classificatory framework is proposed to analyse the 'Demonstrative Pronoun + NP' structure in Mandarin Chinese, and to explain its unique grammatical behaviours.

Key words Demonstrative pronouns, Noun phrases, Number

On the Reclassification and Implementation of Strategies for Teaching CSL/CFL in the Context of Globalization

Peijian Sun, University of Auckland

Lawrence (Jun) Zhang, University of Auckland

Abstract A good design and implementation of teaching strategies is pivotal to the success of classroom teaching. Given the international promotion of the Chinese language and culture, we offer a critical review of the literature on classroom teaching strategies to address the necessity of reclassification of teaching strategies in the wider CSL/CFL context. We categorize these strategies broadly into three: Direct, indirect, and cooperative teaching strategies and propose that the design and implementation of these teaching strategies be based on Bloom’s taxonomy. Accordingly, we have also provided a sample lesson plan to embody the essence of the taxonomy. We hope that such reclassification and implementation of these teaching strategies in the promotion of CSL/CFL would enrich and diversify CSL/CFL teachers’ classroom teaching repertoire in non-target language environments.

Key words CSL/CFL, direct teaching strategies, indirect teaching strategies, cooperative teaching strategies, teaching strategies implementation

The Mode of Collocation Input for Teaching Chinese as the Second Language

Xinling Zhou, Shanghai International Studies University (SISU)

Abstract The mode of collocation input is designed under the guidance of Professor Wang Dechun’s constructive foreign language teaching theory and the word collocation theory. The essay puts forward the difficulty criteria, units and methods of the word collocation input, and illustrates the detailed steps in the mode.

Key words word collocation, input mode, input steps

第3期摘要

Investigating the teaching of Chinese aspect markers 'zai', 'zhe', 'le' and 'guo' (Grammar-Translation approach and a communicative approach)

Qiaochao Zhang, Aston University

Abstract This paper presents a pilot study in teaching Chinese aspect markers, le, guo, zai and zhe, as a foreign language to university level learners. It firstly reviews theories of Chinese aspect, and then L2 Chinese aspect acquisition. Based on the research findings in these two areas, experimental teaching sessions are designed and delivered to two groups of beginners’ level learners using different teaching approaches: a grammar-translation approach and a communicative approach. The research results are compared, and it indicates that communicative approach is superior to grammar-translation approach in facilitating learners’ use of the markers in comprehensive context, but the results are not long lasting when no further treatment is given. Indeed, both groups show a strong tendency of following the natural acquisition order: perfective markers before imperfective markers as claimed by Bardovi-Harlig (2000). However, the results also reveal an inadequacy in the design of the teaching sessions, which will be adjusted in future studies.

Key words Chinese aspect markers, L2 Chinese acquisition, grammar-translation approach, communicative approach

Use of linguistic devices in conveying refusals in Mandarin Chinese

Dan Jiang, SOAS, University of London

Abstract Previous studies that have investigated L1 refusals have focused on turn taking, frequencies of semantic formulas, and politeness, including how linguistic forms were used to achieve politeness or facework. This study, motivated by teaching and learning Mandarin Chinese as a foreign/second language, puts the focus on the role of linguistic devices in conveying refusals. Open role-plays were used to collect linguistic data. A short interview was also conducted to elicit native speakers' views about the way refusals were carried out. Integrating the approach of discourse analysis in the analysis, I identify some critical linguistic devices and discuss how they were tied with the ways that refusals were conveyed given the contexts. The findings bring more understanding to these linguistic devices at the pragmatic level and also emphasise the importance of contextualising linguistic devices to understand them. In the context of L2 learning, in focusing on the use of linguistic devices, the study highlights the value of looking at the examples of native speakers, not as means of judging the "authenticity" of learners’ pragmatic performances, but as a means of empowering learners with the pragmatic tool kit needed to allow them to fully express their own meaning in the L2.

Key words linguistic devices, refusals, Mandarin Chinese

Bridging the gap from intermediate to advanced proficiency with higher-order thinking skills and content knowledge

Michelle M. Low, University of Northern Colorado

Abstract Traditional university Chinese programs aim to produce students who can function at what the ACTFL Language Proficiency Guidelines considers the “advanced” level. However, unless students spend significant time studying abroad, most non-heritage speakers have difficulty moving past the “intermediate” level of proficiency. In order for students to function at the advanced level, they must also develop content knowledge on a variety of topics beyond “the self,” about the community and the world. Moreover, students must also develop intellectual maturity and be able to think critically and analytically, to synthesize and connect content learned outside the language class with the course content. Finally, students need to use their language skills to express complex ideas in Chinese. This paper discusses developing Higher-Order Thinking Skills (HOTS) in students through the integration of specific assignments, in-class activities, and the introduction of course content, in order to help students move from the intermediate to advanced level of proficiency.

Key words oral proficiency, critical-thinking skills, developing advanced proficiency

On Verbs Modified by "yige" in Subject or Object Position

Shao Hongliang, Sichuan International Studies University

Abstract Verbs modified by "yige" in subject or object position are very common in modern Chinese, which shows the nominal characteristics of Chinese verbs. However, "yige" is highlighting rather than realizing the nominal characteristics of Chinese verbs since most of Chinese verbs can directly be used in subject or object position and act as referential expressions. Whether verbs can be modified by "yige" is related to the intensity level of their mobility and the characteristics of boundedness. Weak verbs are more likely to be modified by “yige”, and verbs that can be modified by "yige" are all bounded verbs. However, whether bounded verbs can be modified by "yige" is also influenced by the inner compounding pattern of the verbs. Verbs modified by "yige" are in an open status as a result of the generalization and grammaticalization of the semantic function and the intensification of the marking function of "ge". The purpose of using "ge" is to eliminate the timeliness and highlight the discreteness of the verbs in subject or object position.

Key words subject and object, verb "individualization", boundary characteristics, dynamic strength, "ge"

第4期摘要

Adopting mixed methods for research topics in teaching Chinese as a second/foreign language

Feng Liang, University of Cincinnati

Abstract Mixed methods research (MMR) is expanding across various disciplines, and some researchers in the field of teaching and learning Chinese as a foreign or second language (CFL/CSL) have tried to adopt this approach. Drawing from Plano Clark and Ivankova (2016) the socio-ecological framework of MMR, this paper synthesizes the application of MMR in CFL/CSL studies and highlights issues informative for future CFL/CSL researchers and MMR methodologists. Specifically, this paper discusses first the patterns of research questions, participants, and settings, and second the definition of MMR, the rationale for using MMR, the design of MMR, the intersection of MMR with other approaches, and the quality of meta-inferences in the included studies. It concludes that although there are a certain number of studies which use MMR to investigate CFL/CSL topics, however, many aspects in the application of MMR are still open to discussion. Future studies in CFL/CSL which use MMR should be aware of the essence of mixing two strands of methods and of the meta-inferences quality.

Key words Chinese as a foreign language, Chinese as a second language, mixed methods research, methodology

Exploring the relationship between grammatical metaphor and mode differentiation in Chinese political discourses

Cheng Xi, East China Normal University

Abstract In Systemic Functional Linguistics (SFL), the contextual research of Grammatical Metaphor (GM) is mainly examined by considering three register variables, namely, field, tenor and mode. Although there have been some studies on the relationship between GM and mode, the contribution of GM in mode differentiation has not been investigated in depth so far. This study thus aims to explore the relationship between GM and mode differentiation in Chinese political discourses through an analysis of a corpus formed by 15 texts based on Yang's GM model, and these texts construct three text types distinguished in mode, namely, political reports, political speeches and political interviews. After defining the mode scale and GM distribution scale, the study then examines how GM deployment connects with mode differentiation in two steps: (1) the establishment of mapping relationships between the lexical density scale and the ideational GM deployment scale; (2) the interpretation of the mapping relationships from functional perspectives. It is found that the lexical density scale and GM distribution scale of three text types are well mapped onto each other, which indicates that ideational GM distribution strongly correlates with the lexical density. Such mapping relationships suggest that the deployment of GM is related to mode differentiation because the use of GM has distinctive effects on the complexity, organization and ideologies of texts in different modes.

Key words grammatical metaphor, mode differentiation, Chinese political discourses

Effects of delaying character instruction in a Chinese as a foreign language classroom on affective outcomes

Jesse Walker, University of Colorado

Frederick Poole, Utah State University

Abstract This study surveyed 58 sixth grade students in four different Chinese as a second language classrooms about their anxiety, self-efficacy and attitudes towards learning Chinese as a foreign language when taught using three different approaches: Pinyin only instruction (POI), character only instruction (COI) and character instruction with Pinyin located above the character (PCI). All participants completed a fivepoint Likert scale battery of 38 affective items and six open-ended questions. Our findings indicate that students in the POI condition reported significantly lower anxiety levels than participants in the COI condition. Our findings suggest that POI has potential benefits for learners in that it lowers anxiety while providing similar levels of motivation as COI and PCI.

Key words CSL, Delayed Character Instruction, K-12

Teachers as curators (Curating authentic online content for beginning and intermediate CFL learners)

Shenglan Zhang, Iowa State University

Abstract An abundance of authentic materials is available online for language learning. To locate appropriate materials is challenging for even the most motivated learners. This requires teachers to curate authentic online content to enhance and supplement learners' learning. Content curation is the process of collecting, organizing and displaying information. This article describes the procedure and strategies one may use in curating authentic content materials for Chinese language learning online. Teachers as curators need to collect the content with the consideration of difficulty level for different learners. In addition, they should put a lot of thought into content categorization based on the learners' language levels, interests, and their language skills they would like to practice so as to make it conveniently accessible to learners. Necessary pedagogical supports should be provided with the collection.

Key words authentic materials, curation, teaching Chinese as a foreign languag

第5期摘要

Teaching Chinese Characters to Second Language Learners

Szandra Ésik, Eötvös Loránd University Budapest

Abstract China's economic and military developments, as well as its political and cultural dominance contribute to its powerful global influence. It is no surprise, therefore, that a growing number of foreigners choose to learn Chinese as a second language. The increasing popularity of the Chinese language indicates that there is a constant need for new research on effective teaching methods.Chinese characters are an integral part of teaching and learning the Chinese language. However, since the Chinese writing system is so unique, it is also one of the most challenging part of the language. Scholars have long been interested in systemizing Chinese characters and finding the most effective ways of teaching. Despite a multitude of previous research, there is still no complete agreement among scholars on many aspects of Chinese characters.This paper examines various proposals on enhancing the teaching of Chinese characters. First, we will examine some universal questions that are related to every language: the connection between reading and writing and the difference between the process of learning to read and write in different writing systems. Finally, our discussion will be narrowed down to the Chinese language and the following more specific questions will be answered: Should foreign learners learn to read and write Chinese characters? Will Chinese characters eventually disappear? Simplified or traditional characters should be taught? Through the investigation and evaluation of several previous studies concerning the theory of teaching Chinese writing and reading, the second part aims to contribute to the Hanzi pedagogy.

Key words teaching Chinese characters, Liù shū, the stroke-oriented habit-forming approach, rote memorization, holistic method, delayed approach, focus on recognition approach, developing grapho-phonological awareness, character color-coding approach, learning

Empirical Studies on L2 Mandarin Chinese Production (What Can We Learn from Them?)

Xiaoshi Li, Michigan State University

Qian Luo, Queen Mary University of London

Jie Liu, College of the Holy Cross

Abstract This paper delineates an overview of Mandarin Chinese tone production empirical studies over the past three decades that reported the varying patterns of difficulty for L2 Mandarin learners. In this review, we investigate 19 studies chosen based on our selection criteria by analyzing the key factors in relation to the four main perspectives; namely, learners, instructors, target forms and researchers. We also analyze the patterns and issues found in this investigation. This overview aims to illuminate the current picture of L2 Chinese tone production and its complexity. In light of the insights garnered from this review, we propose a set of suggestions for future research and discuss broad implications for pedagogical approaches to tone learning.

Key words Mandarin Chinese tone learning, tone perception, tone production

Chinese Language Standards of Primary and Secondary Texts (China and Singapore Compared)

Kaycheng Soh, Nanyang Technological University

Abstract Chinese is taught as a second language in Singapore, taking up 15–20% of curriculum time in primary and secondary schools and without the support of the other subjects in the curriculum. The notion of a two-year difference with Chinese as a first language is common but with no official documentation. This study aims to verify the standard gap between Chinese as a first language in China and as a second language in Singapore, using samples of texts of the two countries. It was found that Primary 1 texts of China are equivalent to Primary 3 in Singapore in terms of readability, based on a newly developed readability formula. The gap gets gradually wider at the primary level but fast widening and erratic at the secondary level. Probably causes and implications are discussed.

Key words Chinese, Second Language, Readability, Standard

Modal Markers in Chinese E-mails Produced by Students of Learning Chinese as Foreign Language

Yang Lili, Soochow University/University of Bergen

Abstract The present study attempts to investigate the difference of the use of modal markers in the Chinese e-mails by students of CFL (Learning Chinese as Foreign Language) at different proficiency Chinese levels. 35 CFL from the department of the School of Chinese Language and Literature, SooChow University, were divided into two groups according to their Chinese proficiency. The politeness of participants’ performance was evaluated based on two aspects: modal expressions and whole appropriateness. They were asked to write 8 e-mails on the topics provided, including two discourse styles (formal-informal) and four speech acts (suggestions, invitations, refusals, requests). Quantitative analysis revealed the differences between the two groups in the usage of modal expressions in e-mails, so as to distinguish the pragmatic awareness and pragmatic knowledge of Chinese foreign language learners at the different proficiency levels.

Key words E-mail, modal expressions, proficiency, speech acts

第6期摘要

The Ideal Foreign Oriented Definition Model of Words with Chinese Characteristics

Wanling Guo, Foreign Language College of Hanshan Normal University

Abstract The rapidly growing number of Chinese learners around the world requires us to seek for a more effective definition of Words with Chinese Characteristics (WCCs), which refers to the category of words that bear characteristics of Chinese ethic, life context, natural environment, customs and, religious belief, etc. They reflect the accumulation of Chinese culture. Learning Chinese language is inseparably associated with acquiring certain Chinese culture knowledge. As what Humboldt said, a nation’s language is a nation’s spirit (2005). This study aims at constructing a model for satisfactorily analyzing WCCs from foreigners’ perspective as an important preparing procedure for defining them in the foreign-oriented learning dictionaries. Based on the Ideal Cognitive Model (ICM), the means of structures by which people constantly organize their knowledge (Lakoff 1987: 85), a new model will be effective in describing the WCCs within a theoretical framework connecting language, cognition, and culture. Practically, this study provides samples of defining WCCs and sets up a model of defining them for foreign-oriented dictionaries, helpful for Chinese language learning as SLA. Theoretically, the analysis of these words offers an approach to bringing deeper insight into Chinese language and to appropriately interpreting more culture-loaded words. Furthermore, this study proves the feasibility and advantage of application of cognitive linguistic theories in construing and interpreting language.

Key words words with Chinese characteristics (WCCs), Ideal Cognitive Model (ICM), cultural contradiction, cultural vacancy, foreign-oriented dictionary

Varying Shades of Hearing (An Overview of Tone Perception Studies in L2 Mandarin Chinese)

Xiaoshi Li, Michigan State University

Qian Luo, University College London

Jie Liu, Defense Language Institute Foreign Language Center

Abstract This paper provides an overview of 18 studies from over five decades that have investigated L2 Mandarin Chinese tone perception and the factors influencing it. We examine (1) varying patterns of difficulty of L2 Chinese tone perception and (2) the experiment designs that researchers have used to assess their reported patterns of difficulty. This review delineates the complexity of the current picture of difficulty in L2 Chinese tone perception. By analyzing a set of key issues that this investigation has unveiled, we propose new directions for future research that can enhance experiment designs and pedagogical approaches to tone teaching, while illuminating their intimate connections.

Key words Mandarin Chinese tone learning, tone perception, experiment design

A Comparative Study of the Two Sets of Chinese Textbooks in Singaporean Secondary Schools (From the Perspectives of the Students' Perception with Diverse Background)

Guat Poh Aw, Nanyang Technological University

Shouhui Zhao, University of Bergen

Xiangqing Hu, Nanyang Technological University

Abstract In the ethnically heterogeneous and linguistically hybrid Singapore, its bilingualism education is characterised by the mandatory mother tongue policy for its three main ethnic groups. For Chinese students’ language acquisition, this is practised in a way that Chinese language instruction in Singapore has been differentiated into four streams according to their individual differences in language proficiency. This study reports the findings obtained from a public funded large-scale empirical research project with a focus on the Mother Tongue Language curriculum in Singapore secondary schools. The questionnaire survey consists of 4811 students from 24 Singaporean secondary schools categorised on the basis of three key family language backgrounds, namely: Chinese-dominant, Chinese-English mixed, and English dominant. Using a comparative study methodology, the study seeks to juxtapose the perceptions of Secondary 2 and 3 students regarding their current language textbooks (developed in 2011) against the textbooks published in 2002. The survey revealed two key findings which highlight the diverse learning needs of students from varying backgrounds, thus indicating a greater and more complex challenge surrounding the revision of upcoming Mother Tongue Language instructional materials. It is our hope that the details of main findings manifested in this study can shed some light on the future endeavours in innovating Chinese education in other parts of the world with the similar sociolinguistic context.

Key words Singapore Mother Tongue Language Textbook, Students Perception on the Teaching Material, Student Survey and Questionnaire

Systemic Functional Linguistics and the Development of Spoken Chinese Textbooks

Yanning Yang, East China Normal University

Xinming Zhang, East China Normal University

Abstract More than ten thousand spoken Chinese textbooks have been published in the past three decades because of the rise of China and the increasing number of Chinese learners all over the world. None of these textbooks was developed by making reference to the theories of Systemic Functional Linguistics (SFL) both in terms of overall design and the selection of teaching materials. Therefore, this article explores the possibility of developing spoken Chinese textbooks on the basis of SFL theories. There exist many studies in the field of systemic-functional approaches to Chinese, which provide a rich foundation for the analysis of spoken Chinese. Depending on the findings of previous research, the chapter applies the theories of SFL to the development of the spoken Chinese textbook. The chapter first identifies three inadequacies of current Chinese textbooks in terms of grammatical knowledge presentation, the organization of units, and the contextual structure of conversation passages. In particular, three textbooks published respectively in China, Singapore, and the US were selected for illustration. The article then develops a functional framework for the presentation of Chinese grammatical knowledge based on experiential, interpersonal, and textual functions. Moreover, it demonstrates that the arrangement of various units and the structure of sample conversations in Chinese textbooks can be improved using register theory and genre theory respectively. The research contributes to the growing body of research on the teaching of spoken Chinese and the development of effective Chinese textbooks.

Key words Systemic Functional Linguistics, Spoken Chinese, Textbook

期刊简介

In recent years there has been a global upsurge of interest in all aspects of Chinese culture, economy and society and along with this, an increasing demand for instruction in the Chinese language. This new, fully refereed, journal is intended for an international audience of scholars, applied linguists, educators and policy makers engaged with Chinese as a foreign language. It offers a forum for presenting work from a range of linguistic sub-fields related to Chinese linguistics, language pedagogy, second-language acquisition, assessment, teacher training and curriculum design.

近年来，全球对中国文化、经济、社会各方面的兴趣高涨，对汉语教学的需求也随之增加。这本全新的、经过全面参考的期刊面向国际读者，包括从事对外汉语研究的学者、应用语言学家、教育工作者和政策制定者。它提供了一个论坛，展示与汉语语言学、语言教育学、第二语言习得、评估、教师培训和课程设计相关的一系列语言子领域的工作。

Researching and Teaching Chinese as a Foreign Language seeks empirical contributions as well as papers that address theoretical and methodological concerns. In additional to articles, the journal publishes book reviews and conference reports. The language of the journal is English.

《汉语研究与教学》寻求实证贡献以及解决理论和方法问题的论文。除了文章之外，该杂志还发表书评和会议报告。该期刊的语言是英语。

官网地址：

https://journal.equinoxpub.com/index.php/RTCFL

本文来源：RESEARCHING AND TEACHING CHINESE AS A FOREIGN LANGUAGE官网

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