刊讯｜SSCI 期刊《心理学前沿》 “汉语二/外语阅读习得”专刊
Frontiers in psychology
2023年专刊
Frontier in Psychology（SSCI一区，2022 IF：3.8，排名：34/147）“汉语二语/外语教学”专刊共发文12篇，包括1篇社论和11篇论文。内容涉及拼音与英语拼写、语言距离、汉语习语结构的认知加工、路径分析建模法、元认知监控、学龄前汉字习得、汉英关系从句处理等主题。欢迎转发扩散！
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目录
ARTICLES
■ Editorial: Reading acquisition of Chinese as a second/foreign language, volume II, by Linjun ZhangZaizhu HanYang Zhang
■ Invented spelling in English and pinyin in multilingual L1 and L2 Cantonese Chinese speaking children in Hong Kong, by Yanling Zhou, Catherine McBride
■ Linguistic distances between native languages and Chinese influence acquisition of Chinese character, vocabulary, and grammar, by Xingsan Chai, Jie Bao
■ The neurocognitive basis of Chinese idiomatic constructions and processing differences between native speakers and L2 learners of Mandarin, by Te-Hsin Liu, Chia-Ho Lai, Tai-Li Chou
■ The role of linguistic and cognitive skills in reading Chinese as a second language: A path analysis modeling approach, by Lei Yang, Ying Xiong, Qi Chen
■ The influence of conceptual concreteness on the reading acquisition and integration of novel words into semantic memory via thematic relations, by Jinfeng Ding, Panpan Liang, Xinyu Guo, Yufang Yang
■ The influence of metacognition monitoring on L2 Chinese audiovisual reading comprehension, by Yamin Wang, Jingying Hu, Zhuoma An, Chaoran Li, Yang Zhao
■ Prediction error cost exists in the reading processing of Chinese native speakers and advanced Chinese L2 learners, by Lijuan Feng, Nan Jiang
■ The early language gap between first- and second-language learners: acquisition of Chinese characters among preschoolers, by Stephanie W. Y. Chan, Wai Ming Cheung, Ference Marton
■ Mandarin Chinese L1 and L2 complex sentence reading reveals a consistent electrophysiological pattern of highly interactive syntactic and semantic processing: An ERP study, by Luyao Chen, Mingchuan Yang, Fei Gao, Zhengyuan Fang, Peng Wang, Liping Feng
■ Code-switching costs from Chinese-English relative clauses processing, by Wanying Hu, Yang Zhao
■Positive cross-linguistic influence in the representation and processing of sentence-final particle le by L2 and heritage learners of Chinese, by Shanshan Yan, Ziyin Mai, Yang Zhao
摘要
Yanling Zhou, Department of Early Childhood Education, The Education University of Hong Kong, Hong Kong SAR, China
Catherine McBride, Department of Human Development and Family Studies, Purdue University, West Lafayette, IN, United States
Abstract This research examined the relations among Cantonese phonological awareness, invented spelling in Pinyin (in Mandarin), and invented English spelling in 29 first language (L1) and 34 s language (L2) Cantonese-speaking second and third graders in Hong Kong. The purpose of this study was to understand how phonological awareness skills across languages are associated in multilinguals. We compared the phonological skills in the two groups (i.e., L1 and L2 Chinese speaking children) for the three official languages (i.e., Cantonese, Mandarin, and English) spoken in Hong Kong. The two groups did not differ on Cantonese phonological awareness, Mandarin Pinyin invented spelling, or English invented spelling, but the L1 group performed significantly better than the L2 group on Mandarin Pinyin tone skills, with non-verbal intelligence and grade level statistically controlled. In both groups, all three of the phonological sensitivity measures were significantly correlated with one another. With group, grade, and nonverbal IQ statistically controlled, only Mandarin Pinyin invented spelling but not Cantonese phonological awareness uniquely explained English invented spelling performance. In contrast, Pinyin invented spelling was uniquely explained by both English invented spelling and Cantonese phonological awareness skills. Results highlight some phonological transfer effects across languages.
Xingsan Chai, Jie Bao, Institute on Educational Policy and Evaluation of International Students, Beijing Language and Culture University, Beijing, China
Abstract How linguistic distance affects second language acquisition is a major concern in cross-language transfer research. However, no study has explored how systematic differences between Chinese and learners’ native language (L1) influences Chinese character, vocabulary, and grammar acquisition, or how these influences change as Chinese proficiency improves. To address this, we employed the World Atlas of Language Structures (WALS) index method to multidimensionally quantify the linguistic distance between Chinese and L1, and examined the effect of systematic linguistic distance on acquisition of Chinese character (Quasi-Experiment 1), vocabulary (Quasi-Experiment 2), and grammatical knowledge (Quasi-Experiment 3) in Chinese as a second language (CSL) learners with elementary, intermediate, and advanced Chinese proficiency levels. We examined a random sample of 58,240 CSL learners’ test scores from 24 different L1 backgrounds, and analyzed 2,250 CSL learners’ Chinese character, vocabulary, and grammar scores in each of the three quasi-experiments. We found that closer linguistic distance facilitated more favorable Chinese character and vocabulary acquisition at elementary, intermediate, and advanced Chinese proficiency levels, and that the influence of linguistic distance on CSL learners’ vocabulary acquisition tended to decrease as Chinese proficiency increased. Finally, linguistic difference did not significantly affect CSL learners’ grammar acquisition at elementary proficiency, but as Chinese proficiency improved, an L1 interference effect occurred among CSL learners with a short linguistic distance from Chinese, which hindered grammar acquisition. These results suggest that linguistic distance has differential proficiency-dependent effects on Chinese character, vocabulary, and grammar acquisition.
Te-Hsin Liu, Graduate Program of Teaching Chinese as a Second Language, National Taiwan University, Taipei, Taiwan
Chia-Ho Lai, Department of Psychology, New York University, New York, NY, United States
Tai-Li Chou, Department of Psychology, National Taiwan University, Taipei, Taiwan; Graduate Institute of Linguistics, National Taiwan University, Taipei, Taiwan
AbstractClassic linguistic analyses assume that syntax is the center of linguistic system. Under this assumption, a finite set of rules can produce an infinite number of sentences. By contrast, construction grammar posits that grammar emerges from language use. Chinese quadrisyllabic idiomatic expressions (QIEs) offer a testing ground for this theoretical construct owing to their high productivity. To understand the cognitive processing of structure and meaning during reading comprehension, we used a semantic judgment task to measure behavioral performance and brain activation (functional MRI). Participants were 19 Mandarin native speakers and 19 L2 learners of intermediate and advanced levels of Mandarin. In the task, participants were instructed to indicate whether the interpretation of a QIE was correct. Our behavioral results showed that L2 learners processed high frequency QIEs faster than low frequency ones. By contrast, low frequency QIEs were processed faster than high frequency ones by native speakers. This phenomenon may be attributed to semantic satiation which impedes the interpretation of high frequency QIEs. To unravel the puzzle, a further functional MRI experiment on native speakers was conducted. The results revealed that the comparison of high-frequency and low-frequency QIEs promoted significant anterior cingulate activation. Also, the comparison of idiomatic and pseudo-idiomatic constructions exhibited significant activation in the bilateral temporal poles, a region that computes semantics rather than syntactic structure. This result indicated that, for native speakers, processing Chinese idiomatic constructions is a conceptually driven process.
Lei Yang, Department of Foreign Language, Xi’an Jiao Tong University, Xi'an, China
Ying Xiong, School of Foreign Languages, Shanghai Jiao Tong University, Shanghai, China
Qi Chen, Department of Foreign Language, Xi’an Jiao Tong University, Xi'an, China
Abstract This study examined the role of basic linguistic skills (vocabulary, syntax, orthography, and morphological awareness), basic cognitive skills (working memory), and higher-order cognitive skills (inference making and reading monitoring) in reading Chinese as a second language (L2). A total of 252 international students from Pakistan, Indonesia, Malaysia, and Laos were recruited, and a range of measures including a Chinese reading comprehension test (HSK level 3), four linguistic knowledge tests on Chinese lexical, syntactic, and orthographic knowledge as well as morphological awareness, a reading span test, an inference making task, and an inconsistency detection test. The results of hierarchical multiple regressions showed that the measured linguistic skills and cognitive skills explained 80% of the variances in L2 Chinese reading, among which morphological awareness made the largest contribution. The path analysis revealed that linguistic skills and working memory contributed indirectly to reading comprehension via inference making and comprehension monitoring, while the two higher-order cognitive skills made direct contributions. Overall, this study demonstrates that inference making and comprehension monitoring contributed directly to reading comprehension, while linguistic skills and working memory functioned indirectly via the higher-order cognitive skills It also highlights the importance of morphological awareness in a hierarchical model of L2 Chinese reading.
Jinfeng Ding, Panpan Liang, Xinyu Guo, Yufang Yang, CAS Key Laboratory of Behavioral Science, Institute of Psychology, Beijing, China; Department of Psychology, University of Chinese Academy of Sciences, Beijing, China
Abstract Plenty of studies have been conducted to reveal neurocognitive underpinnings of conceptual representation. Compared with that of concrete concepts, the neurocognitive correlates of abstract concepts remain elusive. The current study aimed to investigate the influence of conceptual concreteness on the reading acquisition and integration of novel words into semantic memory. We constructed two-sentence contexts in which two-character pseudowords were embedded as novel words. Participants read the contexts to infer the meaning of novel words which were either concrete or abstract, and then performed a lexical decision task and a cued-recall memory task. In lexical decision task, primed by the learned novel words, their corresponding concepts, thematically related or unrelated words as well as unlearned pseudowords were judged whether they were words or not. In memory task, participants were presented with the novel words and asked to write down their meaning. The contextual reading and memory test can demonstrate the modulation of conceptual concreteness on novel word learning and the lexical decision task can reveal whether concrete and abstract novel words are integrated into semantic memory similarly or not. During contextual reading, abstract novel words presented for the first time elicited a larger N400 than concrete ones. In memory task, the meaning of concrete novel words was recollected better than abstract novel words. These results indicate that abstract novel words are more difficult to acquire during contextual reading, and to retain afterwards. For lexical decision task behavioral and ERPs were graded, with the longest reaction time, the lowest accuracy and the largest N400s for the unrelated words, then the thematically related words and finally the corresponding concepts of the novel words, regardless of conceptual concreteness. The results suggest that both concrete and abstract novel words can be integrated into semantic memory via thematic relations. These findings are discussed in terms of differential representational framework which posits that concrete words connect with each other via semantic similarities, and abstract ones via thematic relations.
Yamin Wang, Jingying Hu, Zhuoma An, Chaoran Li, Yang Zhao, School of Chinese as a Second Language, Peking University, Beijing, China
Abstract Metacognition monitoring is the ability to evaluate the cognitive process actively. L2 learners with high metacognition monitoring ability can better monitor reading processes and outcomes consciously, thus facilitating self-regulated learning and improving reading efficiency. Previous studies mostly used offline self-reports to examine the metacognition monitoring in static text reading by L2 learners. This study investigated the effects of different indicators of metacognition monitoring on L2 Chinese audiovisual comprehension by online confidence judgment and audiovisual comprehension tasks. Target measures of metacognition monitoring included absolute calibration accuracy based on video or test and relative calibration accuracy measured by Gamma or Spearman correlation coefficient. 38 intermediate-advanced Chinese learners participated in the study. Multiple regression analysis showed three main results. First, absolute calibration accuracy can significantly predict L2 Chinese audiovisual comprehension, while relative calibration accuracy has no significant effect. Second, the predictive effect of video-based absolute calibration accuracy is affected by the video difficulty, that is, the greater the video difficulty, the greater the impact on the performance of audiovisual comprehension. Third, the predictive effect of test-based absolute calibration accuracy is influenced by the language proficiency, specifically, the higher the L2 Chinese proficiency, the stronger the prediction on the performance of audiovisual comprehension. These results support a multidimensional view of metacognition monitoring by specifying how different indicators of metacognition monitoring may predict L2 Chinese audiovisual comprehension. The findings have important pedagogical implications for strategy training of metacognition monitoring and point to the necessity to take task difficulty and individual differences among learners into full consideration.
Lijuan Feng, School of Chinese Language and Literature, University of Chinese Academy of Social Sciences, Beijing, China
Nan Jiang, School of Languages, Literatures, and Cultures, University of Maryland, College Park, MD, United States
Abstract This study applies the paradigm of self-paced reading to examine the Context Predictability Effect in the processing of Chinese and detect whether there is a prediction error cost. Context constraint strength (constraining and neutral) and word predictability (predictable and unpredictable) were strictly manipulated. The statistical results suggest that: (1) There is a Context Predictability Effect for Chinese native speakers in reading processing, which is consistent with most previous studies; (2) There is also a Context Predictability Effect for advanced Chinese L2 learners; (3) Both Chinese native speakers and Chinese L2 learners have a prediction error cost in reading processing, a finding different from those of much previous research. (4) Chinese L2 learners are significantly slower than Chinese native speakers when they conduct predictive reading processing. This paper is very enlightening in that it identifies the existence of a prediction error cost in Chinese L2 processing by means of behavioral experiments, providing evidence for the hypothesis of Lexical Prediction. In a strongly predictive setting, when encountering a plausible but unpredictable word, the brain must expend extra effort to suppress, revise, or reanalyze the material, and this may account for the prediction error cost.
Stephanie W. Y. Chan, Wai Ming Cheung, Faculty of Education, The University of Hong Kong, Pokfulam, Hong Kong SAR, China
Ference Marton, Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg, Gothenburg, Sweden
AbstractFor culturally and linguistically diverse children, early second language (L2) development is important for school achievement and social inclusion. These children face challenges in acquiring L2, especially in Hong Kong, where the dominant Chinese language contrasts strongly with their home languages. Studies that compared the language abilities of first language (L1) and L2 students in English-speaking contexts have reported young L2 learners’ disadvantage in using the dominant language in oral language and comprehension at school entry. The findings raise the question of whether L2 learners who fall behind their L1 peers in language abilities will be further disadvantaged, showing a weaker development gradient. This study used the Chinese Character Acquisition Assessment (CCAA) to compare character acquisition of 491 L2 children aged from 3 to 6 years against that of 240 of their L1 peers from Hong Kong kindergartens. The CCAA is comprised of six subtests and assesses children’s abilities to make associations among character written form (orthography), sound, and meaning. Results showed that L2 learners had greater development in meaning and sound associations across class levels, implying that they may first develop oral language related abilities. In addition, results indicate that diverging gaps between L1 and L2 learners’ Chinese character acquisition existed across class levels for the associations involving written character form, but not in regard to associations between character meaning and sound. This study highlights the Chinese learning needs of L2 preschoolers and provides understanding of their abilities in mapping among character written forms, sounds, and meanings. The findings suggest the importance of supporting L2 children’s oral language at earlier stages of Chinese learning, and the need to provide instructional support to compensate for their relative weakness in literacy at school entry.
Luyao Chen, Max Planck Partner Group, School of International Chinese Language Education, Beijing Normal University, Beijing, China; Department of Neuropsychology, Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany
Mingchuan Yang, Max Planck Partner Group, School of International Chinese Language Education, Beijing Normal University, Beijing, China
Fei Gao, Institute of Modern Languages and Linguistics, Fudan University, Shanghai, China; Centre for Cognitive and Brain Sciences, University of Macau, Macao, Macao SAR, China
Zhengyuan Fang, Max Planck Partner Group, School of International Chinese Language Education, Beijing Normal University, Beijing, China
Peng Wang, Methods and Development Group (MEG and Cortical Networks), Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany; Institute of Psychology, University of Greifswald, Greifswald, Germany; Institute of Psychology, University of Regensburg, Regensburg, Germany
Liping Feng, Max Planck Partner Group, School of International Chinese Language Education, Beijing Normal University, Beijing, China
Abstract A hallmark of the human language faculty is processing complex hierarchical syntactic structures across languages. However, for Mandarin Chinese, a language typically dependent on semantic combinations and free of morphosyntactic information, the relationship between syntactic and semantic processing during Chinese complex sentence reading is unclear. From the neuropsychological perspective of bilingual studies, whether second language (L2) learners can develop a consistent pattern of target language (i.e., L2) comprehension regarding the interplay of syntactic and semantic processing, especially when their first language (L1) and L2 are typologically distinct, remains to be determined. In this study, Chinese complex sentences with center-embedded relative clauses were generated. By utilizing the high-time-resolution technique of event-related potentials (ERPs), this study aimed to investigate the processing relationships between syntactic and semantic information during Chinese complex sentence reading in both Chinese L1 speakers and highly proficient L2 learners from South Korea.
Wanying Hu, College of International Education, Minzu University of China, Beijing, China
Yang Zhao, School of Chinese as a Second Language, Peking University, Beijing, China
Abstract The source of costs is a primary concern in code-switching, yet a consensus has not yet been reached. This study investigates whether code-switching during syntactic processing in Chinese-English dual languages results in a cost.
Shanshan Yan, School of Chinese as a Second Language, Peking University, Beijing, China
Ziyin Mai, Department of Linguistics and Translation, City University of Hong Kong, Hong Kong, China
Yang Zhao, School of Chinese as a Second Language, Peking University, Beijing, China
Abstract This study investigates the representation and processing of written Chinese sentences subject to a semantic condition (i.e., “direction of change”) attached to the sentence-final particle (SFP) le in Mandarin Chinese. Three groups of bilingual speakers of Chinese and English who differ in their onset age of bilingualism and proficiency of English were studied. It was anticipated that there would be a positive cross-linguistic influence (CLI) from English due to similarities between the SFP le and the English adverb already in terms of direct semantic transfer. An acceptability judgment (AJ) task and a self-paced reading (SPR) task were conducted to elicit judgment and processing difficulty with and without semantic violations. The participants included English-dominant second language (L2) learners (n = 18) and heritage learners (n = 19) who had advanced proficiency in Chinese, as well as monolingually raised Mandarin speakers from China as a baseline control group (n = 18). The results indicated that sensitivity to violations of the semantic condition varied depending on factors such as the specific structure (noun vs. verb phrase), the task type (offline vs. online), and the type of bilingual speaker (early vs. late). Among the three groups of bilinguals, the heritage learners demonstrated a representation of the semantic condition that resembled the target language across different sentence structures, whereas the L2 learners did not. Furthermore, the heritage learners exhibited earlier sensitivity to violations during online processing compared to the baseline control group. These exceptional results can be attributed to the heritage learners’ early exposure to and positive CLI between the SFP le in Mandarin and the English adverb already.
期刊简介
Frontiers in Psychology is the largest journal in its field, publishing rigorously peer-reviewed research across the psychological sciences, from clinical research to cognitive science, from perception to consciousness, from imaging studies to human factors, and from animal cognition to social psychology.
《前沿心理学》是心理学领域最大的期刊，其刊登的心理学研究文章发表了经过严格同行评审，涵盖了从临床研究到认知科学，从知觉到意识，从影像研究到人类因素，以及从动物认知到社会心理的各个方面。
官网地址：
https://www.frontiersin.org/journals/psychology/sections/psychology-of-language
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