Band 39, Heft 1

This paper aims to investigate the effects of recasts and working memory on the acquisition of Korean morphological causatives by advanced Chinese learners of Korean. Participants were randomly assigned to two groups: A experimental group and a control group. The experimental group received intensive recasts during task-based interaction, whereas the control group did not. The effects of recasts were measured by two types of tests: An elicited imitation test, as a measure of implicit knowledge, and an untimed grammaticality judgment test, as a measure of explicit knowledge. The findings are as follows. First, from the pretest to the delayed posttest, recasts facilitated the learners’ acquisition of causative construction by developing both their implicit and explicit knowledge. Second, the results of delayed posttests showed that recasts were more effective in aiding the development of implicit knowledge than explicit knowledge. Third, working memory was found to be a significant covariate in the facilitative effects of recasts on explicit knowledge; that is, it mediated the development of explicit knowledge via recasts as a significant individual difference factor. The effects of recasts were maintained even when the impact of working memory was controlled. (189 words)

This study considers both comprehension and production of the English restrictive relative clauses (RC) by EFL learners in Chinese context. Different tests were employed respectively in data collection, namely a sentence combination test and a grammaticality judgment test, aiming to test the hypotheses about the acquisition of English relative clauses. The participants were 30 first-year College students randomly selected in a university of Shanxi province. The results showed that Chinese EFL learners do not follow the Orders of RC acquisition predicted by any of the three hypotheses, Parallel Function Hypothesis (PFH), Perceptual Difficulty Hypothesis (PDH), and Noun Phrase Accessibility Hierarchy Hypothesis (NPAHH). They also showed that the participants performed better in the sentence combination test than in the grammaticality judgment test, and in both tests the easiest type of RC is O-DO, and the most difficult ones are O-OPREP and S-IO.

This paper investigates the impacts of intercultural experience through English as a lingua franca (ELF) on language attitudes, with the focus on Chinese Speakers’ narratives of ELF experience in relation to their views of Englishes. The data retrieved through 769 questionnaires and 35 interviews with Chinese users of English revealed the impacts in four aspects. First, the lack of ELF experience helps to maintain the assumption that conformity to native English is necessary for interactants to understand each other. Second, ELF experience triggers the question about the exclusive connection between nativeness and intelligibility. Third, it raises challenges to the exclusive relevance of native English for successful intercultural communication. Fourth, it helps to develop an awareness of intercultural communication strategies as important for communicative effectiveness in the context of the diversity of English. Attitudes revealed in the four aspects all point to a concern with the issue what is intelligible English. This paper thus discusses intelligibility in relation to (non-) nativeness and the role of intercultural experience in making sense of the issue of intelligibility, which leads to the exploration of pedagogical implications of this study.

This paper reports an empirical study that examined the widespread practice of using songs in language teaching for young learners. The study may represent the first methodologically rigorous assessment of vocabulary acquisition through songs as used in language teaching. Over a seven-week period including fifteen 40-minute classes, three groups of students from two private kindergartens in Beijing were taught five short English phrases of 4-8 words through each of three conditions (songs, choral repetition, control) in a within-subject repeated measures design. Vocabulary acquisition was measured by the number of meaningful morphemes produced by the students in a picture description task administered before and after the teaching period. Results indicated significant acquisition for items learned through songs and choral repetition, but not for control items. The implication is that songs may indeed contain ünportant pedagogical value.

Peer review is widely used in writing courses for both practical and pedagogical reasons, but little has been published on the characteristics of Chinese EFL learners’ review patterns. This study aimed to explore the types of peer comments, their distribution, and related factors in a Chinese context. It collected and analyzed in NVivo and SPSS 829 peer reviews, survey data, and students’ writing and reading scores. Results show that more than half of the comments focused on language, one third on social talk, and about ten percent on content and organization. Multiple regression results show that content score, organization score, good attitude, procrastination, and assignment type were related to the distribution and the length of comments, but many other influencing factors are to be revealed in future research.

The Interpretation of Chinese relative clauses has become of significant interest in sentence processing research, since some studies found that Chinese comprehension patterns violate the well-known universal subject relatives preference proposed by NAPH theory and proved by cross-linguistic studies. The current study uses the neuropsychological measure of ERP. It supports such a language-specific phenomenon, with the results showing that both subject-and object-modifying subject relatives eliciting larger ERP components than object relatives. The results suggest that object relatives are easier to process than subject relatives at both modifying positions, challenging the claim of universal subject preference for all languages. In addition, this study casts doubts on CWO and working memory-based DLT models despite results being compatible with them, and concludes that none of the current models are comprehensive enough to account for the data. Finally, this study offers a piece of evidence for the garden path effect caused by the surface NVN word order in the Chinese relative clause. All in all, this study adds to the evidence that processing preference is not universal. It contributes to a comprehensive model of how complex structures are processed.

This study attempts to explore a possible mode of language switching process of multilinguals (Russian-English-Chinese) from the perspectives of language-switching cost based on event related potentials (ERP). Thirty Belarusians studying Chinese in China participated in this experiment. Behavioral results show under three-language-switching-conditions, the mean response time for switch trials is shorter than non-switch trials. Switching cost between Russian and English, Russian and Chinese is symmetric, while English and Chinese is asymmetric. ERP results indicate a negative deflection peaking around 320 ms is observed under conditions of L2-L1 and L3-L1 switching over the entire bilateral frontal sites. The study proposes a processing mode based on the idea of conflict discovery and resolution to contribute to a further understanding of language switching mechanisms.