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Chapter 9. Discourse-pragmatic conditions for Object topicalisation structures in early L2 Chinese

  • Yanyin Zhang
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Widening Contexts for Processability Theory
This chapter is in the book Widening Contexts for Processability Theory

Abstract

In this chapter, I explore the connection between language processing and discourse-pragmatic factors in the L2 acquisition of three (Mandarin) Chinese Object topicalisation structures. Processability Theory (Pienemann, 1998, 2005) and Information Structure Theory (Lambrecht, 1994) are employed to investigate when the required processing procedures are in place in the learners’ L2 Chinese, what facilitates the learners’ discourse-pragmatic interpretation of the communicative context such that among various structural possibilities, they choose the non-canonical Object topicalisation structures. Two longitudinal studies of 6 ab-initio L2 learners of Chinese in two learning environments were examined. The findings show three types of discourse contexts to be particularly conducive for the production of the Object topicalisation structures: (1) Question and Answer (Q&A) sequences; (2) the presence of a local inanimate topic (an inanimate NP being the sentence topic at a particular point of a conversation); and (3) the ‘disposal’ situation. The study enhances our understanding of the discourse-pragmatic conditions that motivate and trigger L2 structural choices under the general constraints of processability.

Abstract

In this chapter, I explore the connection between language processing and discourse-pragmatic factors in the L2 acquisition of three (Mandarin) Chinese Object topicalisation structures. Processability Theory (Pienemann, 1998, 2005) and Information Structure Theory (Lambrecht, 1994) are employed to investigate when the required processing procedures are in place in the learners’ L2 Chinese, what facilitates the learners’ discourse-pragmatic interpretation of the communicative context such that among various structural possibilities, they choose the non-canonical Object topicalisation structures. Two longitudinal studies of 6 ab-initio L2 learners of Chinese in two learning environments were examined. The findings show three types of discourse contexts to be particularly conducive for the production of the Object topicalisation structures: (1) Question and Answer (Q&A) sequences; (2) the presence of a local inanimate topic (an inanimate NP being the sentence topic at a particular point of a conversation); and (3) the ‘disposal’ situation. The study enhances our understanding of the discourse-pragmatic conditions that motivate and trigger L2 structural choices under the general constraints of processability.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgements ix
  4. Chapter 1. Contextualising issues in Processability Theory 1
  5. Section 1. Language production and comprehension processes
  6. Chapter 2. Towards an integrated model of grammatical encoding and decoding in SLA 13
  7. Chapter 3. Productive and receptive processes in PT 49
  8. Chapter 4. Is morpho-syntactic decoding governed by Processability Theory? 73
  9. Section 2. Language acquisition features across typological boundaries
  10. Chapter 5. Case within the phrasal procedure stage 105
  11. Chapter 6. Developing morpho-syntax in non-configurational languages 131
  12. Section 3. Language use and developmental trajectories
  13. Chapter 7. Using the Multiplicity framework to reposition and reframe the Hypothesis Space 157
  14. Chapter 8. Processability Theory as a tool in the study of a heritage speaker of Norwegian 185
  15. Chapter 9. Discourse-pragmatic conditions for Object topicalisation structures in early L2 Chinese 207
  16. Chapter 10. Modelling relative clauses in Processability Theory and Lexical-Functional Grammar 231
  17. Chapter 11. Early development and relative clause constructions in English as a second language 255
  18. Section 4. Language learning and teaching issues in relation to classroom and assessment contexts
  19. Chapter 12. Exploiting the potential of tasks for targeted language learning in the EFL classroom 285
  20. Chapter 13. Teaching the German case system 301
  21. Chapter 14. Development of English question formation in the EFL context of China 327
  22. Chapter 15. Can print literacy impact upon learning to speak Standard Australian English? 349
  23. Chapter 16. The role of grammatical development in oral assessment 371
  24. Chapter 17. How does PT’s view of acquisition relate to the challenge of widening perspectives on SLA? 391
  25. Index 399
https://doi.org/10.1075/palart.7.09zha

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgements ix
  4. Chapter 1. Contextualising issues in Processability Theory 1
  5. Section 1. Language production and comprehension processes
  6. Chapter 2. Towards an integrated model of grammatical encoding and decoding in SLA 13
  7. Chapter 3. Productive and receptive processes in PT 49
  8. Chapter 4. Is morpho-syntactic decoding governed by Processability Theory? 73
  9. Section 2. Language acquisition features across typological boundaries
  10. Chapter 5. Case within the phrasal procedure stage 105
  11. Chapter 6. Developing morpho-syntax in non-configurational languages 131
  12. Section 3. Language use and developmental trajectories
  13. Chapter 7. Using the Multiplicity framework to reposition and reframe the Hypothesis Space 157
  14. Chapter 8. Processability Theory as a tool in the study of a heritage speaker of Norwegian 185
  15. Chapter 9. Discourse-pragmatic conditions for Object topicalisation structures in early L2 Chinese 207
  16. Chapter 10. Modelling relative clauses in Processability Theory and Lexical-Functional Grammar 231
  17. Chapter 11. Early development and relative clause constructions in English as a second language 255
  18. Section 4. Language learning and teaching issues in relation to classroom and assessment contexts
  19. Chapter 12. Exploiting the potential of tasks for targeted language learning in the EFL classroom 285
  20. Chapter 13. Teaching the German case system 301
  21. Chapter 14. Development of English question formation in the EFL context of China 327
  22. Chapter 15. Can print literacy impact upon learning to speak Standard Australian English? 349
  23. Chapter 16. The role of grammatical development in oral assessment 371
  24. Chapter 17. How does PT’s view of acquisition relate to the challenge of widening perspectives on SLA? 391
  25. Index 399
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