The lexical inferencing of Chinese learners of English as a foreign language

2011 ◽  
Author(s):  
Zhaochun Yin
Keyword(s):  
Foreign Language ◽  
Lexical Inferencing ◽  
Chinese Learners ◽  
Chinese Learners Of English

Situation-Bound Utterances and Formulaic Competence: The Case of Chinese Learners of English as a Foreign Language

2017 ◽  
Vol 40 (3) ◽  
Author(s):  
Gong Zhiqi ◽  
Jiang Hui
Keyword(s):  
Foreign Language ◽  
Native English Speakers ◽  
English Speakers ◽  
Efl Learners ◽  
Low Degree ◽  
Significant Difference ◽  
Chinese Learners ◽  
Post Hoc ◽  
The Relationship ◽  
Chinese Learners Of English

AbstractThis study investigated the relationship between situation-bound utterances (SBUs thereafter) and formulaic competence, focusing on the acquisition of three subcategories of SBUs among early intermediate and early advanced Chinese learners of English as a foreign language (EFL). A group of native English speakers also participated in this study to provide baseline data. One-way ANOVA analysis and post hoc tests confirmed that linguistic competence usually preceded formulaic competence for EFL learners. The findings also showed no statistically significant difference existing between the three groups of participants in the use of plain SBUs, and this could be attributed to the low degree of cultural-embeddedness and high semantic transparency of plain SBUs. It was further argued that a threshold has to be reached for EFL learners to go through a movement from rules to wholes.

Transfer and unlearning of topic prominence by Chinese learners of English

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Hui Chang ◽  
Lilong Xu
Keyword(s):  
Second Language ◽  
Universal Grammar ◽  
L2 Acquisition ◽  
L1 Transfer ◽  
Chinese Speakers ◽  
English Only ◽  
Cognitive States ◽  
Chinese Learners ◽  
Topic Constructions ◽  
Chinese Learners Of English

Abstract Chinese allows both gapped and gapless topic constructions without their usage being restricted to specific contexts, while English only allows gapped topic constructions which are used in certain contexts. In other words, Chinese uses ‘topic prominence’, whereas English does not. The contrast between English and Chinese topic constructions poses a learnability problem for Chinese learners of English. This paper uses an empirical study investigating first language (L1) transfer in the case of Chinese learners of English and the extent to which they are able to unlearn topic prominence as they progress in second language (L2) English. Results of an acceptability judgment test indicate that Chinese learners of English initially transfer Chinese topic prominence into their English, then gradually unlearn Chinese topic prominence as their English proficiency improves, and finally unlearn Chinese topic prominence successfully. The results support the Full Transfer Theory (Schwartz, Bonnie & Rex Sprouse. 1996. L2 cognitive states and the Full Transfer/Full Access model. Second Language Research 12. 40–72) and the Variational Learning Model (Yang, Charles. 2004. Universal Grammar, statistics or both? Trends in Cognitive Sciences 8. 451–456), but contradict the proposal that the topic prominence can never be transferred but may be unlearned from the beginning in Chinese speakers’ acquisition of English (Zheng, Chao. 2001. Nominal Constructions Beyond IP and Their Initial Restructuring in L2 Acquisition. Guangzhou: Guangdong University of Foreign Studies Ph.D. dissertation). In addition, the type of topic constructions that is used and whether or not a comma is added after the topic have an effect on learners’ transfer and unlearning of topic prominence. It is proposed that the specification of Agr(eement) and T(ense) as well as the presence of expletive subjects in English input can trigger the unlearning of topic prominence for Chinese learners of English.

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