Volume 13, Issue 1

This study investigated how 22 college-level Chinese as a second language (CSL) learners used reading strategies when reading essays of various genres in a strategies-based reading instruction program, in which they were explicitly taught ten top-down reading strategies. In addition to strategy use frequency and preference, this study explored the interrelationships among multiple strategies and whether strategy use frequency correlated with reading proficiency. Qualitative and quantitative data analyses revealed that the most frequently used strategies included previewing, anticipating, making a summary, and attending selectively . They were used in combination with other strategies in an orchestrated way. This study did not find a significant correlation between reading proficiency and total strategy use frequency or the frequency of using any single strategy. Strategy use frequency alone, without considering strategy use accuracy and appropriateness, might not be a good indicator of reading proficiency. This study provides an in-depth analysis of how CSL readers used single strategies and blended multiple strategies. Its findings shed light on second language learners’ reading process, reading difficulties, and the rationales behind their strategy use. Pedagogical implications are provided for CSL teachers regarding how to embed explicit strategy training into reading classes.

Chinese characters have been the most challenging aspect of the language to American learners. Whether or not and how to teach Chinese characters to beginner learners have been debated since the 1930s. Nowadays, the ubiquitous presence of computers and tablets has complicated how Chinese characters should be integrated in the curriculum. It is important to systematically review what scholars have proposed regarding curriculum design for teaching characters in the United States. In this systematic review study, an exhaustive search through the past nine decades of scholarship on teaching Chinese characters identified 16 peer-reviewed journal articles published since 1937 that focused on teaching Chinese characters at the level of course design and overall curriculum design for a Chinese program. Two themes regarding character teaching – when and what to teach – were identified. Each theme was analyzed in detail, and a tentative model was proposed based on that analysis.

This study proposes that when parents are involved in providing learning support, the success rates for language acquisition are significantly higher. This paper explores the pedagogical strategies employed by non-Mandarin speaking parents through interactions to support their children’s language development. A cross case analysis carried out with five high achieving children and their families showed that parents were involved personally in their child’s education. They took it upon themselves to read with the child, play with the child, learn the language together with the child, assess the child and create opportunities for the child to practise the language. The study revealed that the support and psychological tools parents used helped to mediate their children’s language development process within family practices. These psychological tools could be adopted in classroom settings to supplement language acquisition pedagogies used by teachers.

提 要 本研究旨在探討「動詞」、「義項」、「信息原則」對雙及物構式產出之影響, 並以四個漢語動詞 (「送、發、丟、分」) 為例, 透過「義項接受度評分」與「成對描述圖片」兩項實驗, 考察「漢語母語者」與「日籍學習者」產出語句的差異。研究結果顯示: 其一, 受習得順序、構式搭配與動詞類別的影響, 母語者傾向將動詞「發、丟」用於與格構式, 而動詞「送、分」則同時可用於與格、雙賓構式, 日籍學習者多產出動詞前給雙賓構式; 其二, 當動詞義項分別表示現場給予或遠程給予意義時, 母語者傾向選用不同的構式以區分兩者, 日籍學習者僅在動詞「丟」的兩個義項呈現差異; 其三, 母語者產出句式時存在一定程度的信息結構意識, 而學習者尚無; 其四, 學習者與母語者偏好使用的構式有所不同, 且多有偏誤, 顯示日籍學習者產出雙及物構式時仍受母語或習得順序的制約。

提要 本研究依据“个人—行为—环境”三维框架, 运用量化和质化研究的方法, 从三个维度、五个方面 (学习意愿、学习方法、学习时间、学习评价、学习环境) 研究韩国企业员工的汉语自主学习情况。研究发现个人、行为、环境三者之间呈显著正相关关系; 随着汉语水平的提升, 韩国企业员工自主学习评价等级也逐渐上升, 但整体处于中下等, 没有有效开展自主学习; 初级汉语水平和高级汉语水平的韩国企业员工的自主学习情况呈显著差异; 自主学习情况对汉语水平有显著影响, 可以较好地预测初级和高级水平。韩国企业员工汉语自主学习存在较突出的特点和困难。据此, 本研究向韩国企业及韩国企业中学习汉语的员工提出相应的建议。

提要 汉语语法学界一般认为情态动词只能用于 “把” 字句的 “把” 字之前, 但语言事实显示情态动词在一定的条件下, 也能用于 “把” 字之后。 本文主要考察了情态动词用于 “把” 字之后的允准与限制、使用特点、表达效果与语法意义。 情态动词出现在 “把” 字之后, 可以出现在作为假设小句、宾语小句、推测主句之类的 “把” 字句中, 此类 “把” 字句存在时体与情态语义的限制, 即: (一) 当把字句存在现实体 “了 1 ”, 情态动词一般不能进入。 (二) 当把字句没有时体成分出现时, “把” 后的情态动词语义无标记情况下不能是动力情态[意愿] (被动), 认识情态[推测], 而道义情态[义务], 动力情态[能力]则可以出现。 语用上则具有主观认识性、虚拟假设性、以及非现实的施为性等要求。 情态动词用于 “把” 字之后, 此时的 “把” 字句处置性减弱, 叙述性、描述性增强, “把” 字后为道义情态表现为施为句, “把” 字后为认识情态则表现为叙事句。 情态动词作为焦点敏感算子, 在 “把” 前后表现为焦点与焦点辖域的不同。 这可以从距离像似性得到解释, 距离情态动词越近的成分越容易成为焦点。 本文还为 “把” 字句表达 “完全” 意义, “把” 字之后的宾语不一定是有定成分等观点提供了形式与意义上的证据。