By Nan Jiang
This ebook is a set of thirteen empirical experiences studying the purchase and processing of chinese language as a moment language. at the acquisition entrance, those reviews discover the purchase of buildings comparable to the perfective marker le, wh-questions, bei- structures, and naked nouns, and consider the standards that can impact acquisition equivalent to beginners' history, anxiousness, and guide. Processing reviews hide themes akin to the identity 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 reviews characterize pioneering and state of the art examine on their respective themes, and all might be of curiosity to scholars and students who're drawn to the examine 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
Focusing on one linguistic feature enables researchers to track students’ progress and measure the effects of CF on the target form before, during, and after the treatment. However, results from these studies cannot inform us of the efficacy of CF in nonalphabetic languages that do not have morphological changes to reflect tense, person, or gender features. Chinese, in fact, is such a language that does not have any word-ending inflections. To prove the effectiveness of CF in non-alphabetic languages, future research needs to expand to linguistic features that can be measured and tracked in such languages.
At the end of the 5th week, both classes took the posttest. The pretest and posttest were comprised of two tasks. The first was a spontaneous oral production task in the form of a paired dialogue designed to measure implicit knowledge. The second was an untimed grammaticality judgment test in order to measure explicit knowledge. Ellis (2005) argued for the theoretical grounds of such test formats—oral production task was a measure of students’ implicit knowledge, because students were pressured to perform in “real time” and had little time to draw on metalinguistic knowledge.
Wh-question word placement) in Chinese. The results will not only provide evidence on how teachers’ CF facilitates learners’ interlanguage development, but also present a succinct but effective instructional approach to address learner errors. History and Types of CF Error correction has a long and controversial history in the fields of second language acquisition and language teaching. As first and second language acquisition theories have evolved, views on the nature of language learning and the treatment of errors have changed.