Avoidance of the English Passive Construction by L1 Chinese Learners

Autor/inn/en	Wang, Yang; Pongpairoj, Nattama
Titel	Avoidance of the English Passive Construction by L1 Chinese Learners
Quelle	In: LEARN Journal: Language Education and Acquisition Research Network, 14 (2021) 1, S.294-316 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2630-0672
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Form Classes (Languages); Chinese; Native Language; Transfer of Training; Interference (Language); Linguistic Theory; Task Analysis; Context Effect; Language Usage; Foreign Countries; Error Analysis (Language); Grammar; Language Tests; China + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Analytischer Sprachbau; China; Chinesen; Training; Transfer; Ausbildung; Linguistische Theorie; Aufgabenanalyse; Sprachgebrauch; Ausland; Error analysis; Language; Fehleranalyse; Grammatik; Language test; Sprachtest
Abstract	This research investigated avoidance behaviour, one of the strategies L2 learners may resort to because of L1-L2 differences, or the non-existence of L2 structures for L1 learners, i.e. the Avoidance Behaviour Hypothesis (Schachter 1974). However, based on the Factors of L2 Non-Avoidance Hypothesis (FNAH) (Thiamtawan & Pongpairoj, 2013, 2019), despite the aforementioned factors, L2 avoidance does not necessarily emerge. The study recruited thirty L1 Chinese intermediate participants. The tasks used to elicit data were the Comprehension Task and the Indirect Preference Elicitation (IPE) Task. Results showed that the participants significantly produced more passives than actives, which means they tended not to avoid the English passive construction. The study investigated further the different contexts in the IPE task. Findings revealed that the participants tended to avoid the English passive under non-adversity contexts because of the complexities of the passive compared with the active. However, they would not avoid the passive construction under adversity contexts due to transfer of training in the Chinese setting. The overall results were in support of FNAH. (As Provided).
Anmerkungen	Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01