Literaturnachweis - Detailanzeige
Autor/in | Yu, Qiaona |
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Titel | An Organic Syntactic Complexity Measure for the Chinese Language: The TC-Unit |
Quelle | In: Applied Linguistics, 42 (2021) 1, S.60-92 (33 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0142-6001 |
DOI | 10.1093/applin/amz064 |
Schlagwörter | Chinese; Difficulty Level; Syntax; Language Proficiency; Language Tests; Timed Tests; Discriminant Analysis |
Abstract | Language complexity reveals the ability to use a wide and varied range of sophisticated structures and vocabulary. Although different languages compose complexity differently, complexity measures such as the T-unit have typically been based on clause subordination, which may underrepresent complexity and threaten the validity of studies. This study argues that an organic complexity measure should avoid the assumption of clause subordination and instead consider the typological features of the target language. Therefore, this study proposes the TC-unit in recognition of the "topic chain" as the underlying unit of Chinese complexity. It further validates TC-unit-based measures by investigating how accurately they predict proficiency group membership. Discriminant analyses of L1 and L2 Chinese speakers' spoken (N = 115) and written (N = 116) output elicited from a designed timed online test, revealed that TC-unit-based measures classified proficiency group membership with high efficiency (61.2-75.7 per cent). Mean length of terminable TC-unit proved the most effective indicator of spoken Chinese syntactic complexity, while mean length of terminable TC-unit and single TC-units per terminable TC-unit in combination proved the most effective for written Chinese syntactic complexity. (As Provided). |
Anmerkungen | Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://applij.oxfordjournals.org/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |