Chinese syntactic systems and second language acquisition: Approaches to the teaching of Chinese as a second language.

Persistent Link:
http://hdl.handle.net/10150/187340
Title:
Chinese syntactic systems and second language acquisition: Approaches to the teaching of Chinese as a second language.
Author:
Wang, Xiaojun.
Issue Date:
1995
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The purpose of this dissertation is to examine the relation between the teaching of Chinese syntax and the acquisition process by adult learners based on multitheoretical and multimethodological approaches. Through a brief review of the features of Chinese syntax and a comparative study of three different syntactic analytic systems, a Chinese linguistic background is provided. A further study of pedagogical Chinese syntax was conducted by investigating the teaching materials and methods introduced in three commonly used Chinese textbooks. Based on the Chinese linguistic and pedagogical background, the surveys were designed to probe the learners' acquisition process of Chinese syntax. The studies involved a total of 73 subjects who are native English speakers learning Chinese at different universities. It has been found that: (1) adult learners' acquisition order and rate are closely related to their cognitive skills; (2) the scope of acquisition in adults is subject to time limitations; (3) analysis & analogy are the main methods used by adult learners in the acquisition of syntax; (4) the learning environment & the knowledge of the target syntax by adult learners are not required to be situationally linked; (5) the process of syntactic transfer is incomplete among adult learners due to the lack of target language input; (6) the general failure rate in L2 acquisition partially associates with the lack of the fully functional innate language faculty; (7) the adult learners' common mistakes in syntactic acquisition process are predictable due to syntactic transfer and the influences from L1; (8) different teaching methods result in different strengths in students; (9) there is a gap between grammatical competence & communicative competence in the adult learners' acquisition process. According to those features, I proposed nine pedagogical principles for the Chinese syntax teaching, and a case study of teaching Chinese structures with three post-verbal complements was conducted in order to have a field-test. The discussion in this dissertation has partially confirmed the claim made by psycho-linguistic researchers that learning a second language is a complex process. There is a hierarchical order in acquiring language competence, and the acquisition of hierarchically ordered skills requires integrated approaches.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Chinese language -- Syntax.; Second language acquisition.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
East Asian Studies; Graduate College
Degree Grantor:
University of Arizona
Committee Chair:
Demers, Richard A.

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleChinese syntactic systems and second language acquisition: Approaches to the teaching of Chinese as a second language.en_US
dc.creatorWang, Xiaojun.en_US
dc.contributor.authorWang, Xiaojun.en_US
dc.date.issued1995en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe purpose of this dissertation is to examine the relation between the teaching of Chinese syntax and the acquisition process by adult learners based on multitheoretical and multimethodological approaches. Through a brief review of the features of Chinese syntax and a comparative study of three different syntactic analytic systems, a Chinese linguistic background is provided. A further study of pedagogical Chinese syntax was conducted by investigating the teaching materials and methods introduced in three commonly used Chinese textbooks. Based on the Chinese linguistic and pedagogical background, the surveys were designed to probe the learners' acquisition process of Chinese syntax. The studies involved a total of 73 subjects who are native English speakers learning Chinese at different universities. It has been found that: (1) adult learners' acquisition order and rate are closely related to their cognitive skills; (2) the scope of acquisition in adults is subject to time limitations; (3) analysis & analogy are the main methods used by adult learners in the acquisition of syntax; (4) the learning environment & the knowledge of the target syntax by adult learners are not required to be situationally linked; (5) the process of syntactic transfer is incomplete among adult learners due to the lack of target language input; (6) the general failure rate in L2 acquisition partially associates with the lack of the fully functional innate language faculty; (7) the adult learners' common mistakes in syntactic acquisition process are predictable due to syntactic transfer and the influences from L1; (8) different teaching methods result in different strengths in students; (9) there is a gap between grammatical competence & communicative competence in the adult learners' acquisition process. According to those features, I proposed nine pedagogical principles for the Chinese syntax teaching, and a case study of teaching Chinese structures with three post-verbal complements was conducted in order to have a field-test. The discussion in this dissertation has partially confirmed the claim made by psycho-linguistic researchers that learning a second language is a complex process. There is a hierarchical order in acquiring language competence, and the acquisition of hierarchically ordered skills requires integrated approaches.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectChinese language -- Syntax.en_US
dc.subjectSecond language acquisition.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineEast Asian Studiesen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.chairDemers, Richard A.en_US
dc.contributor.committeememberLiu, Feng-hsien_US
dc.contributor.committeememberMiao, Ronald C.en_US
dc.contributor.committeememberChan, Marieen_US
dc.identifier.proquest9620399en_US
dc.identifier.oclc706826201en_US
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