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What does the processing of chunks by learners of Chinese tell us? An acceptability judgment investigation

  • Xiaolong Lu EMAIL logo and Jue Wang
Published/Copyright: October 4, 2022
International Review of Applied Linguistics in Language Teaching
From the journal International Review of Applied Linguistics in Language Teaching Volume 62 Issue 2

Abstract

Chunks are multi-word sequences that constitute an important component of the mental lexicon. In second language (L2) acquisition, chunking is essential for attaining fluency and idiomaticity. In the present study, in order to examine whether chunks provide a processing advantage over non-chunks for L2 learners at different levels of proficiency, three groups (beginner, intermediate, and advanced) English-speaking learners of Chinese participated in an online acceptability judgment task and a familiarity rating task. Our results revealed that the participants in all three groups processed chunks faster and with fewer errors than they did non-chunks. It was also found that the observed processing advantage of chunks could not be explained by a familiarity effect alone, thus suggesting that L2 learners across the board store chunks as holistic units. The implications of chunk instruction in relation to input frequency and variability in L2 settings are also discussed.

Keywords: acceptability judgment task; chunk processing; holistic hypothesis; L2 Chinese
Corresponding author: Xiaolong Lu, Department of East Asian Studies, University of Arizona, Tucson, USA, E-mail:

Acknowledgements

We would like to thank Prof. Janet Nicol who provided constructive feedback on methodology of the study. We would also like to thank the two reviewers for their insightful comments. All remaining errors are our responsibilities.

Appendix: Critical test items

Note: The frequency of each item was first obtained from the CCL corpus (http://ccl.pku.edu.cn:8080/ccl_corpus/), and then log10-transformed. N/O = “non-occurrence”.

Item Type Length Stroke number Log10 frequency Teacher treatment
为什么 Chunk 3-Character 11 4.74 Holistic
喝什么 Non-chunk 3-Character 19 2.29 Analytic
电子邮件 Chunk 4-Character 21 3.34 Holistic
三封邮件 Non-chunk 4-Character 25 N/O Analytic
怎么样 Chunk 3-Character 22 4.08 Holistic
怎么学 Non-chunk 3-Character 20 1.99 Analytic
觉得 Chunk 2-Character 20 4.87 Holistic
吃得 Non-chunk 2-Character 17 3.48 Analytic
别客气 Chunk 3-Character 20 2.29 Holistic
别唱歌 Non-chunk 3-Character 22 0.00 Analytic
太好了 Chunk 3-Character 12 3.27 Holistic
太漂亮 Non-chunk 3-Character 27 2.17 Analytic
什么时候 Chunk 4-Character 24 3.92 Holistic
什么电影 Non-chunk 4-Character 27 1.66 Analytic
信用卡 Chunk 3-Character 19 3.47 Holistic
一张卡 Non-chunk 3-Character 13 2.21 Analytic
高速公路 Chunk 4-Character 37 4.00 Holistic
这个公路 Non-chunk 4-Character 27 0.70 Analytic
聊天 Chunk 2-Character 15 4.29 Holistic
两天 Non-chunk 2-Character 11 3.61 Analytic
没关系 Chunk 3-Character 20 3.38 Holistic
没功课 Non-chunk 3-Character 22 0.00 Analytic
现在 Chunk 2-Character 14 5.33 Holistic
我在 Non-chunk 2-Character 13 4.47 Analytic
大小 Chunk 2-Character 6 4.25 Holistic
大号 Non-chunk 2-Character 8 2.74 Analytic
新年 Chunk 2-Character 19 3.89 Holistic
三年 Non-chunk 2-Character 9 3.46 Analytic
算了 Chunk 2-Character 16 3.74 Holistic
买了 Non-chunk 2-Character 8 3.05 Analytic
好久不见 Chunk 4-Character 17 2.21 Holistic
好久不来 Non-chunk 4-Character 20 1.08 Analytic
不用 Chunk 2-Character 9 4.31 Holistic
不写 Non-chunk 2-Character 9 3.06 Analytic
多少 Chunk 2-Character 10 4.64 Holistic
多读 Non-chunk 2-Character 16 3.05 Analytic
问题 Chunk 2-Character 21 5.57 Holistic
问你 Non-chunk 2-Character 13 3.58 Analytic
紧张 Chunk 2-Character 17 4.51 Holistic
三张 Non-chunk 2-Character 10 2.88 Analytic
哪里 Chunk 2-Character 16 4.34 Holistic
哪种 Non-chunk 2-Character 18 3.17 Analytic
对不起 Chunk 3-Character 19 3.77 Holistic
买不起 Non-chunk 3-Character 20 2.87 Analytic
出租汽车 Chunk 4-Character 26 3.11 Holistic
美国汽车 Non-chunk 4-Character 28 2.52 Analytic
可是 Chunk 2-Character 14 4.90 Holistic
她是 Non-chunk 2-Character 15 4.16 Analytic
大家 Chunk 2-Character 13 4.88 Holistic
他家 Non-chunk 2-Character 15 3.75 Analytic
一起 Chunk 2-Character 11 4.95 Holistic
一站 Non-chunk 2-Character 11 3.57 Analytic
请客 Chunk 2-Character 19 3.27 Holistic
请我 Non-chunk 2-Character 17 3.02 Analytic
有空儿 Chunk 3-Character 16 2.92 Holistic
有朋友 Non-chunk 3-Character 18 2.21 Analytic
不好意思 Chunk 4-Character 32 3.55 Holistic
不好准备 Non-chunk 4-Character 28 0.00 Analytic
周末 Chunk 3-Character 13 3.81 Holistic
周四 Non-chunk 3-Character 13 2.92 Analytic

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Received: 2022-01-07
Accepted: 2022-09-15
Published Online: 2022-10-04
Published in Print: 2024-06-25

© 2022 Walter de Gruyter GmbH, Berlin/Boston

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  4. Understanding salient trajectories and emerging profiles in the development of Chinese learners’ motivation: a growth mixture modeling approach
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https://doi.org/10.1515/iral-2022-0005
Keywords for this article
acceptability judgment task; chunk processing; holistic hypothesis; L2 Chinese

Articles in the same Issue

  1. Frontmatter
  2. Research Articles
  3. Consolidating EFL content and vocabulary learning via interactive reading
  4. Understanding salient trajectories and emerging profiles in the development of Chinese learners’ motivation: a growth mixture modeling approach
  5. Multilingual pedagogies in first versus foreign language contexts: a cross-country study of language teachers
  6. Classroom assessment and learning motivation: insights from secondary school EFL classrooms
  7. Interculturality and Islam in Indonesia’s high-school EFL classrooms
  8. Collaborative writing in an EFL secondary setting: the role of task complexity
  9. Spanish heritage speakers’ processing of lexical stress
  10. Effectiveness of second language collocation instruction: a meta-analysis
  11. Understanding the Usefulness of E-Portfolios: Linking Artefacts, Reflection, and Validation
  12. Syntactic prediction in L2 learners: evidence from English disjunction processing
  13. The cognitive construction-grammar approach to teaching the Chinese Ba construction in a foreign language classroom
  14. The predictive roles of enjoyment, anxiety, willingness to communicate on students’ performance in English public speaking classes
  15. Speaking proficiency development in EFL classrooms: measuring the differential effect of TBLT and PPP teaching approaches
  16. L2 textbook input and L2 written production: a case of Korean locative postposition–verb construction
  17. What does the processing of chunks by learners of Chinese tell us? An acceptability judgment investigation
  18. Comparative analysis of written corrective feedback strategies: a linear growth modeling approach
  19. Enjoyment in language teaching: a study into EFL teachers’ subjectivities
  20. Students’ attitude and motivation towards concept mapping-based prewriting strategies
  21. Pronunciation pedagogy in English as a foreign language teacher education programs in Vietnam
  22. The role of language aptitude probed within extensive instruction experience: morphosyntactic knowledge of advanced users of L2 English
  23. The impact of different glossing conditions on the learning of EFL single words and collocations in reading
  24. Patterns of motivational beliefs among high-, medium-, and low-achieving English learners in China
  25. The effect of linguistic choices in note-taking on academic listening performance: a pedagogical translanguaging perspective
  26. A latent profile analysis of Chinese EFL learners’ enjoyment and anxiety in reading and writing: associations with imaginative capacity and story continuation writing performance
  27. Effects of monolingual and bilingual subtitles on L2 vocabulary acquisition
  28. Task complexity, task repetition, and L2 writing complexity: exploring interactions in the TBLT domain
  29. Expansion of verb-argument construction repertoires in L2 English writing
  30. Immediate versus delayed prompts, field dependence and independence cognitive style and L2 development
  31. Aural vocabulary, orthographic vocabulary, and listening comprehension
  32. The use of metadiscourse by secondary-level Chinese learners of English in examination scripts: insights from a corpus-based study
  33. Scoping review of research methodologies across language studies with deaf and hard-of-hearing multilingual learners
  34. Exploring immediate and prolonged effects of collaborative writing on young learners’ texts: L2 versus FL
  35. Discrepancy in prosodic disambiguation strategies between Chinese EFL learners and native English speakers
  36. Exploring the state of research on motivation in second language learning: a review and a reliability generalization meta-analysis
  37. Japanese complaint responses in textbook dialogues and ordinary conversations: learning objects to expand interactional repertoires
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