Non-salient form in Chinese as a second language instruction: Input flood of Chinese notional passive construction
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Liulin Zhang
Liulin Zhang, an Assistant Professor of Chinese at Truman State University, received her Ph.D. in Chinese from the University of Hawaiʻi at Mānoa. She has taught various courses related to Chinese language and culture. Her research interests include Chinese grammar, cognitive linguistics, construction grammar, psycholinguistics and language acquisition.
Abstract
Drawing upon the frequency effect and the noticing hypothesis in language acquisition, input flood treatment was introduced to second language instruction involving artificially increased incidence of the target items in the audio or visual texts that learners are exposed to, with the expectation that this artificial increase will aid learners in noticing and then acquiring the form. Targeting at Chinese notional passive construction (NPC), the present study employs pre-post testing to assess the effect of input flood, and employs think-aloud protocol (including source attributions) analysis during the posttest to detect participants’ awareness of the linguistic knowledge underlying their choices. Results from experiment 1 show that in comparison with the marked 被bèi construction (BEIC), NPC is extremely difficult to be noticed in incidental exposure, rendering the input flood treatment helpless in participants’ acquisition of NPC. However, it is found in experiment 2 that the effect of input flood can be elicited with a little amount of explicit instruction, which is indicative of an indispensable role of explicit instruction in teaching non-salient language forms. Besides, the linguistic knowledge demonstrated by participants regarding the selectional constraints between NPC and BEIC is primarily unconscious and is inherent among intermediate and advanced Chinese learners.
提要：
通过人为增加目标项目在语言输入中的频率，输入流教学法是基于语言习得过程中的频率效应和注意假设而提出的，旨在帮助第二语言学习者注意到并进而习得目标结构。针对汉语中的无被动标记的意念被动结构，本研究采用前测-后测设计评测输入流的效用，在后测进行过程中，采用有声思维法考察被试的语法知识。实验一的结果显示，相较于有标记的“被”字结构，无标记的意念被动结构即便在输入流中频率极高也几乎不会被注意到——输入流无法辅助被试习得意念被动结构。然而实验二表明输入流的效用可以由少量显性教学引导出，揭示了显性教学在第二语言教学中对于非显著形式有不可替代的作用。此外，有声思维研究显示，被试对于他们自己所掌握的意念被动结构的使用规律并无意识。
About the author
Liulin Zhang, an Assistant Professor of Chinese at Truman State University, received her Ph.D. in Chinese from the University of Hawaiʻi at Mānoa. She has taught various courses related to Chinese language and culture. Her research interests include Chinese grammar, cognitive linguistics, construction grammar, psycholinguistics and language acquisition.
Appendix
Input flood treatment materials
Passage 1
Chinese characters:
丽莎在中国上暑期班学中文，她是两天前到北京的。刚到北京的两天，丽莎要选课、搬宿舍，买东西……很忙。到今天中午，[课终于都选好了]NPC；[宿舍也搬好了]NPC；[钱都换成了人民币]NPC；[需要的东西几乎都买到了]NPC；[床上的被子和枕头挑了自己最喜欢的粉红色]NPC；[一切都已经准备好了]NPC，而中文课下星期才开始。丽莎很高兴，决定上课前这几天在北京好好玩玩儿。她想坐地铁去天安门，可是在地铁上，她觉得[自己要被挤成纸片了]BEIC。看见[一只黑猫也被带上了地铁]BEIC，还坐了一个座位，丽莎有点生气。终于到了天安门，下地铁的时候丽莎觉得有人推了一下自己。下地铁以后发现，[钱包丢了]NPC。
Translation:
“Lisa is attending summer school in China to study Chinese. She arrived in Beijing two days ago. In her first two days in Beijing, Lisa was busy selecting courses, moving dormitory and shopping. Up until noon, courses to take have finally been decided. Moving is finished. Currency has been changed to Renminbi. Necessities are all ready, and the Chinese classes will not start until next week. Lisa is very happy. She decides to have some fun in Beijing before the class starts. She wants to go to Tiananmen Square by subway. However, the subway is too crowded and Lisa feels pressed into paper. Seeing a black cat taken onto the subway occupying a seat makes Lisa not so happy. Finally, she arrives at Tiananmen Square. There seems to be somebody pushing Lisa when she is getting off the subway, and then she realizes her wallet is stolen.”
Comprehension Check Questions:
1. ( ) How long has Lisa been in Beijing?
A. 1 day. B. 2 days. C. 3 days. D. 4 days.
2. ( ) What is Lisa’s favorite color?
A. White B. Black. C. Blue. D. Pink.
3. ( ) What made Lisa angry?
A. Too busy. B. The subway being too crowded.
C. The black cat occupying a seat. D. Missing her wallet.
Passage 2
Chinese characters:
丽莎今天生日，和朋友们一起在宿舍做菜做蛋糕开 party。[蛋糕五点钟就做好了]NPC，这时候，电话响了，[丽莎被叫下楼]BEIC，原来是[妈妈的礼物送到了]NPC，[盒子打开]NPC，是一条漂亮的项链，丽莎很喜欢。等丽莎回到房间，发现[蛋糕竟然被吃完了]BEIC，只有一个空盘子。丽莎正不知道要说什么，[灯突然关了]NPC。一个插满蜡烛的蛋糕出现在丽莎面前。原来朋友们在丽莎出去的时候，给蛋糕插上了蜡烛。[生日快乐歌也在这时唱了起来]NPC，这真是一个特别的生日。时间过得很快，一下就到了晚上九点。[准备的东西都吃完了]NPC。[房间收拾好]NPC，几乎是十点了。
Translation:
“Lisa is making food, cake, and throwing a party with her friends today to celebrate her birthday. By 5 pm, the cake is ready. The telephone rings at this moment and Lisa is called downstairs. It turns out that the present from her mother arrives. Lisa opens the box and it is a beautiful necklace. Lisa likes it a lot. Returning to her room, Lisa surprisedly sees the cake is already eaten. There is only an empty plate over there. Right in the moment that Lisa does not know what to say, the light is suddenly out. A cake with candles appears in front of Lisa. Truth is that her friends put all the candles onto the cake while Lisa was out. The birthday song also starts at this moment. What a special birthday it is! Time flies. It comes to nine o’clock in the blink of an eye. All the prepared food has been finished. After the room is cleaned, it is almost ten.”
Comprehension Check Questions:
1. ( ) When was the cake ready?
A. 5 o’clock. B. 7 o’clock. C. 9 o’clock. D.10 o’clock.
2. ( ) What was the present given by Lisa’s mother?
A. A cake B. A necklace. C. Candles. D. A dress.
3. ( ) Which one of the following statements is NOT true?
A. Lisa’s friends ate up the cake when Lisa went downstairs.
B. Lisa’s friends sang the birthday song for her.
C. The party was four hours long.
D. It almost took them an hour to clean the room.
Passage 3
Chinese characters:
时间过得很快，暑期班马上就要结束了，[功课和论文都交了]NPC。[期末考试也考完了]NPC。丽莎觉得[自己的中文水平提高了很多]NPC。[美国的中文课，应该都能听懂了]NPC。她打算两天后回美国。[图书馆的书还了]NPC，[房间打扫干净了]NPC，[能卖的生活用品也卖了]NPC。丽莎想起自己的中国朋友们，以后，[自己还会不会被他们记起呢]BEIC？这时有人敲门，居然是朋友们，他们全都来了。[连自己刚到北京的时候丢的钱包，居然也带了过来]NPC。丽莎高兴得说不出话，看了一会儿才发现并不是自己原来那个，而是一个新的。[原来自己丢钱包的事情被朋友们知道了]BEIC，他们一起买了一个新的。
Translation:
“Time flies. The summer break is almost over. All the homework and the essays have been turned in. Finals are finished. Lisa thinks her Chinese level has improved a lot, making her able to understand the Chinese classes in America. She plans to go back to the USA in two days. Books have been returned to the library. The room has been cleaned. Sellable living supplies have been sold. Lisa thinks of her Chinese friends and wonders if they will miss herself. Somebody knocks on the door right at this time. Unexpectedly, it is her friends. Friends all come to visit her! They even bring the wallet that Lisa lost when she just arrived in Beijing. Lisa is too happy to say a word. After looking at it for a while, Lisa realizes it is not her original wallet but a new one. As a matter of fact, that she lost her wallet was known to her friends, so they bought a new one together.”
Comprehension Check Questions:
1. ( ) When was Lisa going back to the US?
A. In one day. B. In two days. C. In three days. D. In a week.
2. ( ) What has NOT Lisa done yet?
A. Submit assignments. B. Take final examinations.
C. Return library books. D. Visit Chinese friends.
3. ( ) Which one of the following statements is NOT true?
A. Friends all came to visit Lisa.
B. Friends found Lisa’s missing wallet.
C. Friends knew Lisa lost her wallet.
D. Lisa got a new wallet.
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© 2018 Walter de Gruyter GmbH, Berlin/Boston
Artikel in diesem Heft
- Frontmatter
- Papers in English
- How pinyin tone formats and character orthography influence Chinese learners’ tone acquisition
- Profiling L2 writing development: The case of CFL learners in intermediate classes
- Non-salient form in Chinese as a second language instruction: Input flood of Chinese notional passive construction
- Papers in Chinese
- 汉语并列关系定语统计分析
- 会话分析路向的课堂研究
- “互联网+” 背景下对外汉语教学模式研究
Artikel in diesem Heft
- Frontmatter
- Papers in English
- How pinyin tone formats and character orthography influence Chinese learners’ tone acquisition
- Profiling L2 writing development: The case of CFL learners in intermediate classes
- Non-salient form in Chinese as a second language instruction: Input flood of Chinese notional passive construction
- Papers in Chinese
- 汉语并列关系定语统计分析
- 会话分析路向的课堂研究
- “互联网+” 背景下对外汉语教学模式研究
