From a Simple to a Complex Aspectual System: Feature Reassembly in L2 Acquisition of Chinese Imperfective Markers by English Speakers

Autor/in	Guo, Yanyu
Titel	From a Simple to a Complex Aspectual System: Feature Reassembly in L2 Acquisition of Chinese Imperfective Markers by English Speakers
Quelle	In: Second Language Research, 38 (2022) 1, S.89-116 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Guo, Yanyu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-6583
DOI	10.1177/0267658320911433
Schlagwörter	Chinese; Second Language Learning; Second Language Instruction; English; Native Language; Language Proficiency; Grammar; Decision Making; Task Analysis; Advanced Students; Verbs; Semantics; Transfer of Training; Interference (Language); Contrastive Linguistics; Cross Cultural Studies; Foreign Countries; Undergraduate Students; Cloze Procedure; Vocabulary Skills; Scores; Sentences; Pictorial Stimuli; United Kingdom; China + Suchen Sie Ihr Suchwort? China; Chinesen; Zweitsprachenerwerb; Fremdsprachenunterricht; English language; Englisch; Language skill; Language skills; Sprachkompetenz; Grammatik; Decision-making; Entscheidungsfindung; Aufgabenanalyse; Fortgeschrittener; Semantik; Training; Transfer; Ausbildung; Linguistics; Kontrastive Linguistik; Cultural comparison; Kulturvergleich; Ausland; Lückentext; Aktiver Wortschatz; Sentence analysis; Satzanalyse; Fantasieanregung; Großbritannien
Abstract	This article reports on an empirical study on the acquisition of Chinese imperfective markers ("zai," "-zhe[subscript P]" and "-zhe[subscript R]") by English-speaking learners at three proficiency levels. Compared to English, Chinese has a richer imperfective aspect in terms of markers (forms) and features (meanings). Results are presented from a grammaticality judgment task, a sentence-picture matching task and a sentence completeness judgment task. We find that advanced learners are successful in reassembling additional semantic features (e.g. the [+durative] feature of "zai" and the [+atelic] feature of "-zhe[subscript P]") when the first language (L1) and second language (L2) functional categories to which the to-be-added features belong are the same. However, advanced learners have problems in differentiating between the interpretations of the progressive "zai" and the resultant-stative "-zhe[subscript R]", and are not sensitive to the incompleteness effect of "-zhe[subscript P]", which indicates that discarding L1-transferred features is arduous for learners. Our findings, in general, support the predictions of the Feature Reassembly Hypothesis (Lardiere, 2009). In addition, there is some evidence obtained for L1 influence, which persists at an advanced stage. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01