The Xu-Based Approach to Second Language Learning
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Chuming Wang
Abstract
This special issue provides an overview of the xu-argument, a newly emerging view on language acquisition. The view is new in that it makes two key points: i) language is acquired through xu, a Chinese word with a composite meaning of completion, extension and creation (CEC) (Wang, 2016), and ii) high efficiency in learning a language is achieved by xu. Using a single word to capture the highly complex human endowment of language learning might be too ambitious an attempt. Convincing justifications and supporting evidence are needed to verify this claim, as the papers in this issue are intended to do.
Acknowledgments
As an editor of this special issue, I am extremely grateful to all the contributors. I feel especially indebted to the reviewers of the papers. They are Shangchao Min, Hang Wei, Heping Wu, Jie Zhang, Sumin Zhang, Xiaopeng Zhang, Xiaoyan Zhang and Ye Zhu, whose comprehensive and careful reviews have done much to improve the quality of the papers. I would also like to thank Professor Qiufang Wen and Mr. Xiangdong Liu for providing us with such an excellent platform to discuss the latest development of the xu-argument. Work on this issue has been supported by the MOE Project of the Center for Linguistics and Applied Linguistics, Guangdong University of Foreign Studies.
References
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© 2021 FLTRP, Walter de Gruyter, Cultural and Education Section British Embassy
Articles in the same Issue
- Frontmatter
- The Xu-Based Approach to Second Language Learning
- From Xu to the Development of L2 Interactional Competence: A Conversation Analytic Case Study
- L2 Syntactic Alignment in the Reading-Writing Integrated Continuation Task: Evidence From Chinese EFL Learners’ Description of Motion Events
- Effect of Interaction Intensity on Alignment and EFL Learners’ Oral Production in the Reading-Speaking Integrated Continuation Task
- An Alignment-Based Approach to L2 Learning of Chinese Numeral Classifiers
- Creative Imitation: An Answer to the Fundamental Issue of L2 Learning
- Investigating the Use of Translation Continuation Tasks in Commercial Translation Teaching: A Study on Translating User Manuals
- The Construct of the Story Continuation Writing Task: Insights From the China’s Standards of English Language Ability
- A Quantitative and Network Approach to Alignment Effects in L2 Continuation Tasks
- Effects of Reading-Listening Integrated Dictation on Chinese EFL Students’ Listening Performance
- Abstracts
- Chinese Abstracts
Articles in the same Issue
- Frontmatter
- The Xu-Based Approach to Second Language Learning
- From Xu to the Development of L2 Interactional Competence: A Conversation Analytic Case Study
- L2 Syntactic Alignment in the Reading-Writing Integrated Continuation Task: Evidence From Chinese EFL Learners’ Description of Motion Events
- Effect of Interaction Intensity on Alignment and EFL Learners’ Oral Production in the Reading-Speaking Integrated Continuation Task
- An Alignment-Based Approach to L2 Learning of Chinese Numeral Classifiers
- Creative Imitation: An Answer to the Fundamental Issue of L2 Learning
- Investigating the Use of Translation Continuation Tasks in Commercial Translation Teaching: A Study on Translating User Manuals
- The Construct of the Story Continuation Writing Task: Insights From the China’s Standards of English Language Ability
- A Quantitative and Network Approach to Alignment Effects in L2 Continuation Tasks
- Effects of Reading-Listening Integrated Dictation on Chinese EFL Students’ Listening Performance
- Abstracts
- Chinese Abstracts
