Input enhancement improved L2 learners’ production of Chinese classifiers
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Hengshuang Liu
Hengshuang Liu received her Ph.D. in Psychology from Nanyang Technological University, Singapore. She is currently an Associate Professor in National Key Research Centre for Linguistics and Applied Linguistics and an Adjunct Researcher in the Bilingual Cognition and Development Lab at Guangdong University of Foreign Studies, China. Her main research interest includes second language acquisition and language disorders.
Hongyan Hao received her Ph.D. in Linguistics and Applied Linguistics from Sun Yat-sen University, China. She is currently a Full Professor in Institute for International Education at Guangdong University of Foreign Studies, China. Her main research interest is Chinese L2 acquisition.
Abstract
The current study aimed to investigate the effect of input enhancement on L2 Chinese classifier learning. Two parallel groups of preliminary-level international participants and one group of Chinese native participants were recruited, and the three groups were matched in Chinese writing experience and group size (n = 28). One group of international participants was randomly selected as the experimental group; they read a classifier-enhanced text for 10 min before performing a writing task. The other international group and the native group served as the L2-learner control group and the L1-learner control group, respectively. These two control groups performed the writing task without text reading. Results showed that likely due to the frequent use of 个/ge4/ and the extensive use of novel classifiers, a greater variety of classifiers were used by the experimental group at a greater frequency as compared with the two control groups. However, given the observation that the experimental group tended to avoid using complex classifier forms and similar classifiers, future CSL instruction is suggested to aim for quality acquisition through long-term application of input enhancement integrated with explicit explanation on a language-use basis. This study furthers our understanding of how input enhancement is applicable to the acquisition of a logographic second language.
提要
本研究探查输入强化在对外汉语量词教学中的效用。研究选取两组初级汉语水平的留学生和一组中国学生,三组被试的汉语写作水平相近、每组28人。随机选取一个留学生组为实验组,阅读一篇量词经过输入强化处理的课文约十分钟后,进行短文写作。另一个留学生组和中国学生组分别作为二语控制组和母语控制组,两组无需阅读课文、直接进行短文写作。结果显示,可能由于频繁使用量词“个”及普遍使用新量词,实验组使用量词的种类及频次均显著多于两个控制组。但是,实验组似乎回避使用复杂量词形式及音形义相近的量词。建议未来的对外汉语教学以高质量习得为目标,基于语言使用,结合输入强化与教学讲解进行长期干预。本研究使我们更深入了解了输入强化在表意语言二语习得中的效用。
Funding source: Zhongguo Jiaoyubu Renwensheke Guihuajijin 中国教育部人文社科规划基金
Award Identifier / Grant number: 16YJA740011, 2019GZYB44
Funding source: Bilingual Cognition and Development Lab
Award Identifier / Grant number: BCD1804
Funding source: Center for Linguistics and Applied Linguistics
Funding source: Guangdong University of Foreign Studies
About the authors
Hengshuang Liu received her Ph.D. in Psychology from Nanyang Technological University, Singapore. She is currently an Associate Professor in National Key Research Centre for Linguistics and Applied Linguistics and an Adjunct Researcher in the Bilingual Cognition and Development Lab at Guangdong University of Foreign Studies, China. Her main research interest includes second language acquisition and language disorders.
Hongyan Hao received her Ph.D. in Linguistics and Applied Linguistics from Sun Yat-sen University, China. She is currently a Full Professor in Institute for International Education at Guangdong University of Foreign Studies, China. Her main research interest is Chinese L2 acquisition.
Research funding: This work was supported by Guangzhoushi Zhexue Shehuikexue Fazhan “Shisanwu” Guihua Xiangmu广州市哲学社会科学发展“十三五”规划项目 [Project in the 13th Five Year Plan for the Development of Philosophy and Social Sciences in Guangzhou] named Hanyu zibizhengpuxizhangai dui hanyilijie de yingxiangyinsu yanjiu汉语自闭症谱系障碍对含意理解的影响因素研究 [the factors influencing the nonliteral meaning comprehension in Chinese autism spectrum disorder] (2019GZYB44) and a research grant (No. BCD1804) from the Bilingual Cognition and Development Lab, Center for Linguistics and Applied Linguistics, Guangdong University of Foreign Studies.
The text read by the experimental group
我的房间
现在我在中国也有一个家。我家的客厅里有一套沙发和一张茶几。还有一张餐桌和四把椅子。客厅的墙上有一张中国地图,可以帮助我了解中国。卧室的窗户旁边放着一张书桌。书桌上有一本汉语词典和几本作文书,它们都是我学习汉语的好朋友。书桌的旁边有一个书架。我的书架很大,上面放了我喜欢的课外书,还有几张家人的照片,想家的时候,我可以看看照片。书架上还放了几支毛笔和我的书法作品。来中国后,我开始学习写毛笔字。书桌的对面还有一张床。床的旁边是一个衣柜。房间的东西不太多,可是足够我使用了,我觉得很舒服。
有时候我希望我的房间跟现在的不一样。
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Articles in the same Issue
- Frontmatter
- Research Articles
- Situation-bound utterances in Chinese as a foreign language: the effectiveness of the identification task
- CFL learners’ Mandarin syllable-tone word production: effects of task and prior phonological and lexical learning
- Input enhancement improved L2 learners’ production of Chinese classifiers
- 句對閱讀中的連貫作用
- 汉语国际教育专业硕士语法教学能力评价: 基于对五位汉硕生趋向补语教学视频的剖析
- 香港大专生普通话学习中“了”的偏误分析: 对体习得普遍趋势和多语教学的启示
Articles in the same Issue
- Frontmatter
- Research Articles
- Situation-bound utterances in Chinese as a foreign language: the effectiveness of the identification task
- CFL learners’ Mandarin syllable-tone word production: effects of task and prior phonological and lexical learning
- Input enhancement improved L2 learners’ production of Chinese classifiers
- 句對閱讀中的連貫作用
- 汉语国际教育专业硕士语法教学能力评价: 基于对五位汉硕生趋向补语教学视频的剖析
- 香港大专生普通话学习中“了”的偏误分析: 对体习得普遍趋势和多语教学的启示
