Literaturnachweis - Detailanzeige
| Autor/inn/en | Wang, Dianjian; Lai, Hongling; Leslie, Michael |
|---|---|
| Titel | Chinese English Learners' Strategic Competence |
| Quelle | In: Journal of Psycholinguistic Research, 44 (2015) 6, S.701-714 (14 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0090-6905 |
| DOI | 10.1007/s10936-014-9313-7 |
| Schlagwörter | Foreign Countries; English (Second Language); Second Language Instruction; Second Language Learning; Communication Strategies; Repetition; Cultural Awareness; Cultural Background; Interlanguage; Translation; China |
| Abstract | The present study aims to investigate Chinese English learners' ability to use communication strategies (CSs). The subjects are put in a relatively real English referential communication setting and the analyses of the research data show that Chinese English learners, when encountering problems in foreign language (FL) communication, are characterized by the frequent use of substitution, approximation, circumlocution, literal translation, exemplification, word-coinage, repetition, and the infrequent use of cultural-knowledge and paralinguistic CSs. The rare use of paralinguistic strategies is found to be typical of Chinese English learners. The high frequency of literal translation, one first language (L1)-based strategy in our study sample, suggests that FL learners' use of L1-based CSs may depend more upon the developmental stage of their target language than the typology distance between L1 and the target language. The frequency of repetition reveals one fact that the Chinese English learners lack variety and flexibility in their use of CSs. Based on these findings, it was indicated that learners' use of CSs is influenced by a variety of factors, among which the development stage of their interlanguage and their cultural background are identified as two important factors. Some implications are finally suggested for the English foreign language teaching practice in China. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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