Get Advances in Chinese As a Second Language: Acquisition and PDF

By Nan Jiang

This ebook is a set of thirteen empirical reviews studying the purchase and processing of chinese language as a moment language. at the acquisition entrance, those reports discover the purchase of constructions corresponding to the perfective marker le, wh-questions, bei- structures, and naked nouns, and think about the criteria which can have an effect on acquisition equivalent to freshmen' heritage, anxiousness, and guideline. Processing stories hide subject matters similar to the id of chinese language tones, the popularity of characters, the processing of compounds and relative clauses, and the expression of movement occasions. a lot of those experiences symbolize pioneering and state-of-the-art examine on their respective themes, and all could be of curiosity to scholars and students who're attracted to the learn of acquisition and processing of chinese language as a moment language.

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Effects of Consciousness-Raising on ‘LE’ in L2 Chinese -- A Pilot Study in a Classroom Setting. Journal of Chinese language teachers association. 47(2): 65-90. Zhao, L. (1996). ⮉ᆖ⭏“Ҷ”ⲴҐᗇ䗷〻㘳ሏ઼࠶᷀. lj䈝䀰ᮉᆖо⹄ ウNJㅜ 2 ᵏ. THE EFFECT OF METALINGUISTIC PROMPTS ON THE ACQUISITION OF CHINESE WH-QUESTIONS YU WU BOSTON UNIVERSITY Introduction Since Chaudron’s (1997) work on corrective treatment of learner errors, there has been an extensive and controversial literature on the efficacy of teachers’ corrective feedback (CF) on learners’ interlanguage development (Li, 2010; Lyster & Ranta, 2013; Lyster & Saito, 2010; Lyster, Saito, & Sato, 2013).

Each pair was given a situational topic that is related to materials being studied in class. Student A was given a list of inquiries to elicit answers from conversational partner B. All of the inquiries require the use of wh-questions, which created the obligatory contexts for wh-question use. Student B was asked to respond based on the provided answers in his/her handout. After student A finished asking all of the questions, A and B switched roles. Students were given one-minute to read the instructions and the situational handout.

95-104), Ames, IA: Iowa State University. Schulz, R. A. (2001). Cultural differences in student and teacher perceptions concerning the role of grammar instruction and corrective feedback: USA-Colombia. The Modern Language Journal, 85(2), 244– 258. Schmidt, R. (1995). Attention and awareness in foreign language learning. Honolulu: University of Hawai‘i Press. —. (2001). Attention. In P. ), Cognition and second language instruction (pp. 3–32). New York: Cambridge University Press. Sheen, Y. (2011).

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