Lexical richness development in Chinese second language writing: empirical research based on Cambodian Chinese learners
-
Huan Zhang
Huan Zhang, College of Chinese Language and Culture, Jinan University, No. 377 Shougouling Road, Tianhe District, Guangzhou, China
Huan Zhang is a PhD candidate in the College of Chinese Language and Culture in Jinan University, Guangzhou, China. Her major is Applied Linguistics; her main research interest is language acquisition and teaching.
Abstract
This study investigates the developmental features of lexical richness in Chinese compositions by Cambodian native speakers (n = 40) and the relationship between lexical richness and writing quality in Chinese Second Language (CSL) writing from three dimensions of lexical variation, lexical sophistication and lexical error rate.The results show that with the improvement of Chinese level, there are notable increases in lexical variation (p = 0.000 < 0.05) and lexical sophistication (p = 0.000 < 0.05). As for lexical errors, the overall lexical error rate is decreasing. Among which, the form error rate is decreasing obviously (p = 0.000 < 0.05), while the usage error rate is increasing, but not significantly (p = 0.039 > 0.005). Multiple regression analysis shows that lexical sophistication and lexical error rate are more closely related to CSL writing quality, which can predict writing quality well, while lexical variation has less impact on writing quality.
摘要
本研究以40名母语为柬语的汉语二语学习者为研究对象, 从词汇变化性、词汇复杂性和词汇偏误率三个维度, 考察了词汇丰富性在汉语书面语中的发展特征及与写作质量的关系。结果发现:随着汉语水平的提高, 柬语母语者汉语作文中词汇变化性、词汇复杂性均显著提高;词汇偏误率总体减少, 其中, 形式偏误显著减少, 用法偏误稍有增加, 但并不显著。多元线性回归结果显示, 词汇复杂性和词汇偏误率与写作质量的关系更密切, 能很好地预测写作质量, 而词汇变化性对写作质量的影响不明显。
Funding source: Center for Language Education
Funding source: Cooperation of the P.R.C. Ministry of Education
About the author
Huan Zhang, College of Chinese Language and Culture, Jinan University, No. 377 Shougouling Road, Tianhe District, Guangzhou, China
Huan Zhang is a PhD candidate in the College of Chinese Language and Culture in Jinan University, Guangzhou, China. Her major is Applied Linguistics; her main research interest is language acquisition and teaching.
-
Research funding : This study is funded by the youth project of International Chinese Education Research Project in 2020 (20YH09D).
前测试题 (Pretest questions)
一. 单选题 (Single choice question)
| 除了数学, 弟弟的音乐、语文成绩( )不错。 | |||
| A也 | B都 | C 只 | D就 |
| 老王做的水煮鱼很( )。 | |||
| A 可爱 | B水灵 | C 肥美 | D 地道 |
| 这是你做的饺子?真香!我先( )。 | |||
| A 吃吃 | B尝尝 | C看看 | D闻闻 |
| 这条裤子昨天洗过了, 是( )的。 | |||
| A干净 | B 好 | C漂亮 | D 肮脏 |
| 她每天都( )走路上下班, 所以身体一直很不错。 | |||
| A 认真 | B 坚持 | C 决定 | D 执意 |
| 这件事情有点( ), 我一下做不完。 | |||
| A 单一 | B 简单 | C 容易 | D 复杂 |
| 我特别想买这( )鞋, 问题是我的脚太大 | |||
| A双 | B个 | C只 | D堆 |
| 2005年, 这个村庄整体( )到移民区。 | |||
| A 位移 | B 移动 | C 搬迁 | D迁徙 |
| 对于去中国留学的事情, 他( )无法决定。 | |||
| A 迟早 | B 迟迟 | C 早早 | D早晚 |
| ( )着欢快的音乐, 这场演出结束了。 | |||
| A 伴奏 | B伴随 | C 陪伴 | D 跟随 |
二. 连词成句 (Putting a sentence)
| 解决 应该 这个 今天 问题 可以 |
| ____________________________________________ |
| 两 送 我 老师 历史 给 书 本 |
| ____________________________________________ |
| 被 玩具 了 摔坏 |
| ____________________________________________ |
| 马虎 她 人 是 一个\ 的 |
| ____________________________________________ |
| 声音 说话 的 好听 她 很 |
| ____________________________________________ |
| 情绪 听音乐 可以 缓解 紧张的 |
| ____________________________________________ |
| 大笑 忍不住 起来 他 |
| ____________________________________________ |
| 多久 做完 项目 这个 才能 |
| ____________________________________________ |
| 上午 任务 一下 要 分配 把 |
| ____________________________________________ |
| 良好的 她 教育 受过 |
| ____________________________________________ |
Appendix B: 随机选取的两篇作文 (Two compositions selected randomly)
| (一) 中级作文 (Intermediate composition) |
| 我的老师 |
| 我有一位好老师, 她叫郑美珠。我很喜欢我的老师。 |
| 老师珠很漂亮。她有美的眼睛, 美的眉毛和鼻子, 很漂亮。珠老师教我们华文课, 已经教一年了。她讲课很好, 对学生也很有耐心, 我最开心的是, 自从珠老师教我们, 我的成绩就慢慢变好了。我很开心, 我也很喜欢这位老师。老师珠交给我们知识, 还有很多的道理, 比如:对老师好, 不能和同学打架。老师珠是一位特别认真的老师, 她每天早上都会早早地来学校, 然后站在校门口等我们。 |
| 我很喜欢她。我希望可以让老师珠教我, 因为她是最棒的老师。我最喜欢的老师就是老师珠。 |
| (二) 高级作文 (Advanced composition) |
| 我的老师 |
| 这学期终于我正式开始我的中学生活了。第一天我们班来了一位新老师, 她是我们班的班主任, 她叫董晓欣, 我们都亲切的喊她董老师。 |
| 老师有一张和蔼可亲的脸, 她身材苗条, 皮肤白皙, 很美丽。她教我们华文, 还有一些其他课程。平时, 董老师对我们很好, 我也很喜欢他的课。她上课的声音很好听, 她讲课的速度不是很快, 我们都能听得懂。第一节课, 董老师让我们一个一个上来做自我介绍, 然后老师还送给我们她从中国带来的小礼物, 我们开心极了。第二天上课的时候, 老师问了我们一个问题, 但是我们都不懂, 她让我们看书一下, 但我们还是没找出来, 她说不要只记在书上, 最重要的是要记在脑子里, 这句话让我感到惭愧。她布置作业都让我们在学校完成, 因为他知道我们不想在家写作业的, 她也当过学生, 也不想回家做作业, 所以她非常理解我们。 |
| 这就是我们班漂亮、能理解我们的“懂”老师, 我希望她明年也能来柬埔寨, 来做我们的班主任, 教我们知识, 因为我们都很喜欢她。还有虽然现在只知道她喜欢辣的东西, 但是希望这今后的一年时间里, 我们能更了解老师。 |
References
Bao, Gui. 2008. Er Yu xuexizhe zuowen cihui fengfuxing fazhan duo weidu yanjiu [A survey of the development of lexical richness in L2 compositions from a multidimensional perspective]. Waiyu Dianhua Jiaoxue [Computer-Assisted Foreign Language Education] 5. 38–44.Search in Google Scholar
Engber, Cheryl A. 1995. The relationship of lexical proficiency to the quality of ESL composition. Journal of Second Language Writing 4(2). 139–155. https://doi.org/10.1016/1060-3743(95)90004-7.Search in Google Scholar
Confucius Institute Headquarters. 2010. Hanyu guoji jiaoyu yong yinjie hanzi cihui dengji huafen [The graded Chinese syllables, characters and words of teaching Chineses to the Speakers of other languages]. Beijing: Beijing Yuyan Daxue Chubanshe [Beijing Language and Culture University Press].Search in Google Scholar
Harley, Birgit & Mary Lou King. 1989. Verb lexis in the written compositions of young L2 learners. Studies in Second Language Acquisition 1. 415–440. https://doi.org/10.1017/s0272263100008421.Search in Google Scholar
Huang, Li & Xu-Jing Qian. 2003. Dier yuyan hanyu xuexizhe de shengcheng xing cihui zhishi kaocha--Jiyu kantu zuowen de dingliang yanjiu [An inquiry into Chinese learners’ knowledge of productive vocabulary: A quantitative study]. Hanyu Xuexi [Chinese Language Learning] 1. 56–61.Search in Google Scholar
Hyltenstam, Kenneth. 1988. Lexical characteristics of near-native second language learners of Swedish. Journal of Multilingual and Multicultural Development 1. 67–84. https://doi.org/10.1080/01434632.1988.9994320.Search in Google Scholar
Jullian, Paula. 2000. Creating word-meaning awareness. ELT Journal 54(1). 37–46. https://doi.org/10.1093/elt/54.1.37.Search in Google Scholar
Laufer, Batia & Paul Nation. 1995. Vocabulary size and use: Lexical richness in L2 written production. Applied Linguistics 16(3). 307–322. https://doi.org/10.1093/applin/16.3.307.Search in Google Scholar
Li, Chun-Lin. 2017. Hanyu eryu xuexizhe chanchuxing cihui shuiping he xiezuo zhiliang xiangguan guanxi fenxi [The relationship of lexical competence to CSL learners’ writing quality]. Huawen Jiaoxue Yu Yanjiu [TCSOL Studies] 3. 417–430.Search in Google Scholar
Liu, Dong-Hong. 2003. Cihuiliang zai yingyu xiezuo zhong de zuoyong [The influence of vocabulary size on EFL writing]. Xiandai Waiyu [Modern Foreign Language] 26(2). 180–187.Search in Google Scholar
Lu, Xiao-Fei. 2012. The relationship of lexical richness to the quality of ESL learners’ oral narrative. The Modern Language Journal 96(2). 190–208. https://doi.org/10.1111/j.1540-4781.2011.01232_1.x.Search in Google Scholar
Lu, Yun. 2012. Cihui fengfuxing celiang fangfa ji jisuanji chengxu kaifa [Measures of lexical richness and computer programs: retrospect and prospect]. Nanjing Gongye Daxue Xuebao [Journal of Nanjing University of Technology] 11(2). 104–108.Search in Google Scholar
Mo, Dan. 2015. Huayi yu fei huayi hanyu xuexizhe chanchuxing cihui zhishi chayi jiqi dui xiezuo zhiliang de yingxiang [Differences of productive vocabulary knowledge between Chinese-heritage and non-Chinese-heritage students in relation to L2 writing quality]. Yunnan Shifan Daxue Xuebao [Journal of Yunnan Normal University] 13(5). 33–41.Search in Google Scholar
Nation, Paul & Stuart Alexander Webb. 2011. Researching and analyzing vocabulary. Boston, MA: Heinle Centre Learning.Search in Google Scholar
Qin, Xiao-Qing & Qiu-Fang Wen. 2007. Zhongguo da xuesheng yingyu xiezuo nengli fazhan guilv yu tedian yanjiu [EFL writing of college English majors in China: A development perspective]. Beijing: Zhongguo Shehui Kexue chubanshe [China Social Science Press].Search in Google Scholar
Read, John. 2000. Assessing vocabulary. Cambridge: Cambridge University Press.10.1017/CBO9780511732942Search in Google Scholar
Sun, Xiao-Ming. 2009. Liuxuesheng chanchuxing cihui de fazhan moshi yanjiu [A study on developing model of productive vocabulary of foreign students. Minzu Jiaoyu Yanjiu [Journal of Research on Education for Ethnic Minorities] 20(4). 121–124.Search in Google Scholar
Tan, Xiao-Chen. 2006. Zhongguo yingyu xuexizhe chanchuxing cihui fazhan yanjiu [A study of Chinese English learners’ productive vocabulary development]. Waiyu Jiaoxue Yu Yanjiu [Foreign Language Teaching and Research] 38(3). 202–208.Search in Google Scholar
Vermeer, Anne. 2000. Coming to grips with lexical richness in spontaneous speech data. Language Testing 17(1). 65–83. https://doi.org/10.1177/026553220001700103.Search in Google Scholar
Wang, Yi-Xuan. 2017a. Hanyu eryuzhe cihui fengfuxing yu xiezuo chengji de xiangguanxing--Lun celiang xiezuo zhiliang de duoyuanxing huigui moxing ji fangcheng [The correlation between lexical richness and writing score of CSL learner--the multivariable linear regression model and equation of writing quality]. Yuyan Wenzi Yingyong [Applied Linguistics] 2. 93–101.Search in Google Scholar
Wang, Yi-Xuan. 2017b. Cihui fengfuxing yanjiu ji xianzhuang [Methods in lexical richness]. Haiwai Huawen Jiaoyu [Overseas Chinese Education] 12. 1643–1652.Search in Google Scholar
Wang, Hai-Hua & Xiang Zhou. 2012. Fei yingyu zhuanye daxuesheng xiezuo zhong cihui fengfuxing de lishi yanjiu [A diachronic study on the changes of lexical richness in the writing of non-English majors]. Waiyu Yu Waiyu Jiaoxue [Foreign Language Teaching and Research] 2. 40–44.Search in Google Scholar
Wu, Ji-Feng. 2016. Yingyu muyuzhe hanyu xiezuo zhong de cihui fengfuxing fazhan yanjiu [Research on lexical richness development in CSL writing by English native Speakers]. Shijie Hanyu Jiaoxue [Chinese Teaching in the World] 30(1). 129–142.Search in Google Scholar
Xiao, Li. 2018. Renwu leixing dui zhonggaoji hanyu eryuzhe xiezuo cihui fengfuxing yingxiang [The effects of composition tasks on lexical richness of intermediate-advanced CSL learmers]. Yuyan Jiaoxue Yu Yanjiu [Language Research and Linguistic Studies] 6. 36–47.Search in Google Scholar
Yang, Liu. 2013. Jiyu yuliaoku de daxuesheng yingyu xiezuo cihui tezheng yanjiu [Corpus-based study of lexical features of English eassy written by Chinese college students]. Chengdu Ligong Daxue Xuebao [Journal of Chengdu University of Technology] 21(6). 98–103.Search in Google Scholar
Zhang, Jiang-Li. 2018. Hanyu zuowei dier yuyan xuexizhe biyu chanchuxing cihui yanjiu [A study on written productive vocabulary of Chinese second language learners]. Shijie Hanyu Jiaoxue [Chinese Teaching in The World] 2. 124–132.Search in Google Scholar
Zhang, Juan-Juan. 2019. Dongnanya liuxuesheng jixu wen cihui fengfuxing fazhan yanjiu [On the developmental features of lexical richness in Chinese writing by students from Southeast Asian countries]. Yunnan Shifan Daxue Xuebao [Journal of Yunnan Normal University] 17(1). 33–44.Search in Google Scholar
Zhang, Yan & Ji-Liang Chen. 2012. Yanyu chanchu zhong cihui fengfuxing de dingliang celiang [Quantitative measuring approach of lexical richness in speech production]. Waiyu Ceshi Yu Jiaoxue [Foreign Language Teaching and Testing] 3. 34–40.Search in Google Scholar
Zhu, Hui-Min & Jun-Jv Wang. 2013. Yingyu xiezuo zhong de cihui fengfuxing fazhan tezheng--yixiang jiyu zijian yuliaoku de zongguan yanjiu [The development of lexical richness in English writing]. Waiyu Jie [Foreign Language World] 6. 77–86.Search in Google Scholar
© 2021 Walter de Gruyter GmbH, Berlin/Boston
Articles in the same Issue
- Frontmatter
- Papers in English
- Locative phrase and descriptive discourse in L2 Chinese
- Lexical richness development in Chinese second language writing: empirical research based on Cambodian Chinese learners
- A systematic review of pedagogical research on teaching Chinese as a foreign language in the United States – from 1960 to 2020
- Papers in Chinese
- 以“了”为端点构拟汉语语法的体系统模型
- 漢語移動事件中「來」與「過來」之探究
- 日籍華語學習者的體標記習得偏誤
Articles in the same Issue
- Frontmatter
- Papers in English
- Locative phrase and descriptive discourse in L2 Chinese
- Lexical richness development in Chinese second language writing: empirical research based on Cambodian Chinese learners
- A systematic review of pedagogical research on teaching Chinese as a foreign language in the United States – from 1960 to 2020
- Papers in Chinese
- 以“了”为端点构拟汉语语法的体系统模型
- 漢語移動事件中「來」與「過來」之探究
- 日籍華語學習者的體標記習得偏誤
