Crosslinguistic influence in development of reference realization: A comparison of foreign language learners and heritage language learners
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Shu-Ling Wu
Shu-Ling Wu is an Associate Professor and head of the Chinese Program at Southern Illinois University Carbondale, USA. Her research focuses on second language acquisition, Chinese linguistics, and teaching Chinese as a second or foreign language. She is the author ofMastering Advanced Modern Chinese through the Classics and has published articles in flagship journals includingLanguage Learning ,the Modern Language Journal , andForeign Language Annals .
Abstract
Recent developments in the study of crosslinguistic influence have started to account for how the dynamic interaction between language and cognition influences transfer phenomena. This study examined the acquisition and use of referring expressions in narratives produced by 80 English-dominant learners of Chinese representing two proficiency levels (Low vs. High) and two linguistic backgrounds (Foreign Language vs. Heritage Language), as compared to two baseline groups of 40 Chinese native speakers (NSs) and 40 English NSs. Results showed that, while heritage language learners (HLLs) demonstrated a more idiomatic use of referential forms to introduce new characters and maintain reference to them than did foreign language learners (FLLs) at the same low-proficiency level, the advantage of early language exposure diminished at the high-proficiency level when HLLs were compared to High FLLs who had prolonged in-country experience. Meanwhile, three types of production errors persisted, including (i) failing to use definite reference when obligatory for simple bare nouns, (ii) struggling to supply item-specific classifiers, and (iii) avoidance of zero anaphora, when discourse coherence would prefer such a strategy. All three of these features involve the restructuring of L1 preferences to accommodate L2-specific patterns due to L1-L2 typological differences.
摘要
跨语际影响研究近年来已经开始关注语言和认知之间的交互作用如何影响语际迁移本研究透过与 40位母语为中文和 40位母语为英语的对照组相比,考察 80位英语为强势语言的中文学生在看图说故事任务中习得和使用指称词的情况, 80位学习者包括低级和高级水平以及华裔和非华裔四组学生。研究结果发现在同样低级水平阶段,华裔学生较非华裔学生更能够自然恰当地使用指称词介绍新人物,并维持对人物的指称。然而到了高级水平阶段,华裔学生跟具长期居住中文地区经验的非华裔学生相比,华裔学生较早接触中文的语言优势逐渐消退。此外,研究发现三种类型的指称词误用情况特别显著,包括:(一)在定指情况误用简单名词作指称;(二)未能根据指称对象使用正确的量词;(三)未能正确使用零指称方式维持中文语句连贯。上述三种误用现象都涉及学习者惯用语和目标语在指称词使用上的语言类型差异,学习者必须调整自己熟悉的惯用语语用思维以适应目标语中特殊的指称方式。
About the author
Shu-Ling Wu is an Associate Professor and head of the Chinese Program at Southern Illinois University Carbondale, USA. Her research focuses on second language acquisition, Chinese linguistics, and teaching Chinese as a second or foreign language. She is the author of Mastering Advanced Modern Chinese through the Classics and has published articles in flagship journals including Language Learning, the Modern Language Journal, and Foreign Language Annals.
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© 2020 Walter de Gruyter GmbH, Berlin/Boston
Artikel in diesem Heft
- Frontmatter
- Papers in English
- L2 acquisition of the bei passive in Mandarin Chinese: A constructionist approach
- Learning opportunities in peer-peer interaction: A case study of two L2 Mandarin Chinese learners
- Crosslinguistic influence in development of reference realization: A comparison of foreign language learners and heritage language learners
- Papers in Chinese
- The use of utterance-final particles in Mandarin teaching
- Text complexity and reading comprehension of Japanese CSL learners
- Contrastive linguistic approaches as a key to dilute the stereotype of Chinese as a superhard language
Artikel in diesem Heft
- Frontmatter
- Papers in English
- L2 acquisition of the bei passive in Mandarin Chinese: A constructionist approach
- Learning opportunities in peer-peer interaction: A case study of two L2 Mandarin Chinese learners
- Crosslinguistic influence in development of reference realization: A comparison of foreign language learners and heritage language learners
- Papers in Chinese
- The use of utterance-final particles in Mandarin teaching
- Text complexity and reading comprehension of Japanese CSL learners
- Contrastive linguistic approaches as a key to dilute the stereotype of Chinese as a superhard language
