Reading comprehension is never considered a simple task in linguists’ views as it requires a full set of linguistic knowledge, such as word decoding, understanding syntactic and morphological structures, and deriving proper meanings from these structures in a given context. Bearing the simple view of reading, the primary goal of this study is to explore whether the split presentation of Chinese splittable compounds influences the recognition of the compounds in second language Chinese reading comprehension, and how the reading (...) skills, i.e., word decoding and linguistic comprehension, cooperate to complete this reading comprehension task. Splittable compounds in Chinese are typically verbs composed of two constituents with limited separability. The separable property of SCs and their vague morpho-syntactic status are supposed to cause difficulties for L2 Chinese learners in recognizing the compounds. Especially for those whose native language manifests lexical integrity, the split presentation of the compounds may invite the L2 Chinese readers to process them with a mechanism different from that for their non-split forms. To the best of our knowledge, the efforts on investigating this issue are insufficient. In this study, 27 Spanish speaking L2 Chinese learners were invited to complete tasks including reading and interpreting 6 selected SCs in the split and non-split forms, rating their familiarities with each SC and reporting the syntactic category of the SCs based on their existing linguistic knowledge. The results, showed that the split presentation of SCs did cause challenges for L2 Chinese learners in recognizing the compounds in the reading process, regardless of their Chinese proficiencies. The L2 Chinese participants performed significantly worse in recognizing split SCs in salient Verb-Object structures than recognizing those in unsalient Verb-Object structures. These findings underscore the importance of linguistic comprehension in L2 Chinese in-text word reading comprehension and suggest words as the basic processing units. (shrink)

Translation equivalents for cognates in different script systems share the same meaning and phonological similarity but are different orthographically. Event-related potentials were recorded during the visual recognition of cross-script cognates and non-cognates together with concreteness factors while Chinese learners of English performed a lexical decision task with the masked translation priming paradigm in Experiment 1 and Experiment 2. N400 effect was found to be closely related to priming effects of cross-script cognate status and concreteness in Experiment 1; and in (...) Experiment 2, N150 and N400 effects were related to priming effects of cross-script cognate status and concreteness, and greater priming effects of cross-script cognate status in cognates than in non-cognates for abstract words were found in the time window of 100–200 ms. Meanwhile, the asymmetry of translation directions was observed in smaller priming effects in forward translation than in backward translation in the time window of 100–200 ms for abstract cognates, and in larger priming effects in forward translation than in backward translation in the time window of 350–550 ms for each type of words. We discussed the roles of phonological activation and concreteness effects in view of the function of N150 and N400 components as well as the relevant models, mainly the Distributed Feature Model and Bilingual Interactive Activation model. (shrink)

Using a data set of 30 authentic institutional emails written by Chinese college students to their native English teacher, this article investigates the frequency and combinations of apology strategies used by English as a Foreign Language learners in natural contexts. Drawing on the coding framework adapted from previous studies, this article carries out a fine-grained analysis of apology behaviors of Chinese EFL learners when they offended their teacher for various reasons. Results revealed that the most frequently used strategy (...) was illustrative force indicating devices, and “IFIDs + taking on responsibility” ranked the most frequent combination. Among IFID sub-strategies, an expression of regret had the highest frequency. In addition, a new strategy—request for a chance to repair—was identified, which was used by Chinese learners to show their respectful and pious attitude when a more serious offense was made to their teacher. Findings from the study indicate that Chinese EFL learners tend to use culture-specific apology strategies in academic contexts. This study has pedagogical implications for EFL pragmatics instruction in Chinese contexts and also second language pragmatics instruction tailored for native Chinese learners in English-speaking countries. (shrink)

It has been widely acknowledged that exemplifi cation plays a very signifi cant role in foreign language learning. Many studies have been conducted on dictionary examples, but little attention has been paid to how examples can assist a specifi c group of foreign learners engaged in a specifi c learning activity. The present study is intended to fi ll this gap by investigating how to optimize examples in English learners’ dictionaries to help Chinese learners with writing in English. The (...) functional theory of lexicography will be employed in this study. This investigation will be carried out in two stages. The fi rst one consists in identifying the lexicographic needs of foreign learners engaged in the task of English writing and consulting dictionary examples. The second stage is a demonstration of some proposals for exemplifi cation in learners’ dictionaries through model articles. The purpose of this study is to give new insights into exemplifi cation in learners’ dictionaries for future lexicographic research and practice. (shrink)

Measuring Chinese character recognition ability is essential in research on character learning among learners of Chinese as a second language. Three methods are typically used to evaluate character recognition competence by investigating the following properties of a given character: pronunciation, meaning, and pronunciation and meaning. However, no study has explored the similar or dissimilar outcomes that these three measurements might yield. The current study examined this issue by testing 162 CSL learners with various L1 backgrounds and Chinese (...) proficiency levels. Participants' performance in character recognition measured using a phonological method, a semantic method, and a PS method was compared, which led to two major findings. In terms of similarity, participants' performance in character recognition and the influence of L1 background and Chinese proficiency level on character recognition was similar across the three methods. As for differences, the semantic method could yield a character recognition test with better quality than the other two methods, and the three methods yielded different best fitting models and showed different predictions for Chinese proficiency across different L1 groups. Theoretical and practical implications of these findings are proposed. (shrink)

Large numbers of students from the Chinese‐speaking world are nowadays enrolled in Western universities, prompting the need for awareness of their educational beliefs and practices. Although an established literature seeks to characterize ‘the Chinese learner’, much of this research results in stereotypical representations of a ‘reduced Other’: passive, uncritical and over‐reliant on the instructor. This paper, which is based on ethnographic research conducted in universities in the People’s Republic of China, aims to illuminate some of the common (...) misperceptions of Chinese educational cultures. (shrink)

Context: Structural design education in architecture is typically conceived as a scientific subject taught in a lecture format and based on a transactional view of learning. This approach misses opportunities to contribute to and integrate with design-studio-based architectural education. Problem: How can radical constructivism inform a design-based pedagogy of structural design in the context of large cohorts of Chinese learners? Method: The paper outlines how radical constructivist and second order cybernetic perspectives are reflected in an alternative educational approach to (...) structural design. This approach encourages students’ individual learning while negotiating constraints deriving from large cohorts as well as the educational expectations of Chinese learners. Results: Teaching outcomes as well as students’ comments show successes in engaging students in adopting a more personal and active attitude in their learning. Students appreciate and praise learning grounded in experience as well as collaborative, peer-led learning. Challenges remain in establishing a more dialogical learning situation and in supporting individual students’ learning in large student cohorts. Implications: Limitations arise from the constraints imposed by large cohorts, limited manpower and an institutional preference for teaching towards written examinations. The research and teaching development presented are ongoing. This paper may inform educators in the fields of architecture and engineering as well as, more generally, educators who seek to develop their teaching based on a radical constructivist epistemology in the context of large cohorts. Constructivist content: The teaching approach presented links a radical constructivist perspective based on Ernst von Glasersfeld’s work with second-order cybernetics in the context of design-based education. The paper discusses challenges and opportunities for this approach in the context of large cohorts of Chinese learners. (shrink)

Understanding learners’ translating self-efficacy belief helps predict their ability to cope and translation performance during their career. Despite this connection, the assessment of self-efficacy during learning has been largely overlooked in translation research. The purpose of this study was to develop and validate an instrument to examine belief in self-efficacy in a sample of Chinese translation learners. Scale items were collected and refined based on an expert-panel consensus opinion. Exploratory factor analysis and confirmatory factor analysis across two independent samples (...) revealed and validated a three-dimensional structure: efficacy in internal competence, efficacy in psycho-physical competence, and efficacy in external competence. These findings provide supporting evidence for scale applications in educating translators. (shrink)

Millions of Chinese children learn English at increasingly younger ages. Yet when it comes to measuring proficiency, educators, and researchers rely on assessments that have been developed for L1 learners and/or for different cultural contexts, or on non-validated, individually designed tests. We developed the Assessment of Chinese Children’s English Vocabulary test to address the need for a validated, culturally appropriate receptive vocabulary test, designed specifically for young Chinese learners. The items are drawn from current teaching materials used (...) in China, and the depictions of people and objects are culturally appropriate. We evaluated the instrument’s reliability and validity in two field tests with a combined sample size of 1,092 children analyses show that the ACCE-V is sufficiently sensitive to capture different proficiency levels and that it has good psychometric properties. ACCE-V scores were correlated with Peabody Picture Vocabulary Test scores, indicating concurrent validity. We found that children’s age and English learning experience can significantly predict the scores of ACCE-V, but the effect of English learning experience is greater. The ACCE-V thus offers an alternative to existing vocabulary tests. We argue that culturally appropriate assessments like the ACCE-V are fairer to learners and help promote an English learning and teaching environment that is less dominated by Western cultures and native speaker norms. (shrink)

In the current study, the orthographic knowledge required for writing Chinese characters was assessed among participants with L1 Vietnamese background who learn Chinese as a foreign language. A total of 42 undergraduates were recruited. They were invited to participate in a delayed Chinese character copying task consisting of 32 characters. Their Chinese character reading abilities were also obtained using a character naming task. All the tests were conducted online during the pandemic in 2021. Results indicated that (...) the participants’ accuracy in the copying task was affected by the familiarity of the characters and the number of strokes of the characters. These effects minimized as reading performance increased. In the inter-stroke interval analysis, results indicated a significant boundary effect where ISIs between orthographic units were longer than ISIs within orthographic units, showing the participants’ tendency to chunk Chinese characters into functional units when they write. Only high achievers in the reading task demonstrated the use of both large and small grain-size units in writing, while the low achievers only used small grain-size units in their writing. We suggest that the delayed copying task incorporated with handwriting measures is an effective method to assess orthographic knowledge of L2 Chinese learners. (shrink)

This study adopted a mixed-method study design to investigate the acquisitional features of English existential constructions at the syntax-pragmatics interface by Chinese learners, and explore the factors for non-native performance from the perspective of the Interface Hypothesis. A questionnaire was administered online to 300 Chinese learners of English and 20 English natives at a university in China, which included a picture description test and a context-matching test. Follow-up interviews were conducted with 30 Chinese learners. The experimental data (...) were conducted using comparing means and generalized linear mixed model. Results showed that Chinese learners overproduced existential constructions and reached a native-like level until the advanced stage. Moreover, Chinese learners displayed different preference patterns for existential constructions from English natives, and basically reached a native-like level by the intermediate stage. The qualitative data provided possible explanations for non-native performance. The analysis revealed that non-native performance in production attributed to L1 negative transfer and input frequency, while that in comprehension resulted from underspecification of form-function mapping, input frequency and contexts. Based on the findings, some implications on syntax-pragmatics teaching and L2 interface studies are provided. (shrink)

In light of the dramatic growth of Chinese learners worldwide and a need for cross-linguistic research on Chinese literacy development, this study drew upon theories of visual complexity effect (Su & Samuels, 2010) and dual-coding processing (Sadoski & Paivio, 2013) and investigated a) the effects of character properties (i.e., visual complexity and radical presence) on character acquisition and b) the relationship between individual learner differences in radical awareness and character acquisition. Participants included adolescent English-speaking beginning learners of (...) Chinese in the U.S. Following Kuo et al. (2014), a novel character acquisition task was used to investigate the process of acquiring the meaning of new characters. Results showed that a) characters with radicals and with less visual complexity were easier to acquire than characters without radicals and with greater visual complexity; and b) individual differences in radical awareness were associated with the acquisition of all types of characters, but the association was more pronounced with the acquisition of characters with radicals. Theoretical and practical implications of the findings were discussed. (shrink)

This paper explores the differences in high-accuracy and low-accuracy learners’ beliefs about corrective feedback when learning Chinese as a second language. In this study, we collected data through a questionnaire survey and an oral test with 76 CSL learners in a Chinese university. The analysis revealed that both high- and low-accuracy CSL learners shared the same beliefs in whether and how the learner errors should be corrected but differed in their beliefs about when is the best time (...) to correct, which error should be corrected, and who the corrector should be. Specifically, the discrepancy between high- and low-accuracy groups’ beliefs about corrective feedback was found to be related to the participants’ oral accuracy. Our results confirm that learners’ CF beliefs can modulate their language accuracy. The corrective feedback beliefs held by high-accuracy groups have implications for improving low-accuracy groups’ oral accuracy. Through comparison with findings on corrective feedback beliefs of English as a foreign/second language learners, this study suggested that language pedagogies developed from the research of EFL/ESL learners’ CF beliefs should be able to shed light on this area and have significance for CSL learners. Implications for correcting learner errors in teaching CSL are also provided in the paper. (shrink)

To add to the currently limited research on the degree of cultural uniqueness of Chinese EFL learners’ anxiety and the multidimensional nature of second language writing anxiety, the present qualitative study used think-aloud protocol and interview to examine Chinese EFL learners’ three dimensions of SLWA and the related variables, so as to probe into this problem that could pose an obstacle to sustainable second language writing. Findings showed that Chinese EFL learners experienced much Cognitive Anxiety, but relatively (...) little Avoidance Behavior. Learner-internal, teacher-related, and human-external variables interacted with SLWA in a dynamic way. To a certain degree, Chinese EFL learners showcased uniqueness in some aspects of SLWA, under cultural influences, regarding ethnic culture, local culture, academic culture, and disciplinary culture. (shrink)

This paper investigates the evaluation of ritual frame indicating expressions (RFIEs) in two groups of L2 learners: British English learners of Chinese and Mainland Chinese learners of English. RFIEs are expressions by means of which speakers confirm their awareness of rights and obligations in a particular standard situation. Previous research in applied linguistics has largely ignored the production and evaluation of such forms, despite the fact that they are pragmatically-loaded and, as such, are very important for the development (...) of the (meta)pragmatic competence of L2 learners. In our study, we have conducted an experiment in which we exposed our learners to both authentic and constructed uses of RFIEs. The evaluation of their (meta)pragmatic competence has revealed notable linguacultural differences between the two groups of L2 learners. (shrink)

The present study explores the perceptions of elementary and intermediate learners toward English as a code-switching medium in Chinese as a Foreign Language classrooms. The data were collected by means of a survey of international elementary and intermediate-level students studying Chinese at the College of Chinese Language and Culture of Jinan University in Guangzhou, China. The data collection method included a five-point Likert scale questionnaire survey. The analysis of quantitative and qualitative data collected from the questionnaire showed (...) that CFL learners at both proficiency levels tended to favor code-switching in classrooms. However, the results of the Mann–Whitney U test showed that intermediate learners favored code-switching to a lesser extent than elementary learners. Moreover, their perceptions were found to differ significantly in terms of the varying functions of code-switching. These findings suggest that code-switching functions as an effective teaching strategy in the CFL classrooms, although teachers should regulate its deployment when teaching learners with different proficiency levels. (shrink)

Languages differ systematically in how to encode a motion event. English characteristically expresses manner in verb root and path in verb particle; in Chinese, varied aspects of motion, such as manner, path and cause, can be simultaneously encoded in a verb compound. This study investigates whether typological differences, as such, influence how first and second language learners conceptualise motion events, as suggested by behavioural evidences. Specifically, the performance of Chinese learners of English, at three proficiencies, was compared to (...) that of two groups of monolingual speakers in a triads matching task. The first set of analyses regarding categorisation preferences indicates that participants across groups preferred the path-matched (rather than manner-matched) screens. However, the second set of analyses regarding reaction time suggests, firstly, that English monolingual speakers reacted significantly more quickly in selecting the manner-matched scenes compared with monolingual speakers of Chinese, who tended to use an approximately equal amount of time in making manner- and path-matched decisions, a finding that can arguably be mapped onto the typological difference between the two languages. Secondly, the pattern of response latency in low-level L2 learners looked more like that of monolingual speakers of Chinese. Only at intermediate and advanced levels of acquisition did the behavioural pattern of L2 learners become target-like, thus suggesting language-specific constraints from the L1 at an early stage of acquisition. Overall, our results suggest that motion event cognition may be linked to, among other things, the linguistic structure of motion description in particular languages. (shrink)

It can be a great challenge for second language learners to comprehend meanings that are implied in utterances rather than the surface meaning of what was said. Moreover, L2 learners’ attitudes toward pragmatic learning are unknown. This mixed-methods study investigates L2 learners’ ability to comprehend conversational implicatures. It also explores their beliefs about and intentions to develop this ability using Ajzen’s theory of planned behavior. A total of 498 freshmen from a public university in China participated in the study. Data (...) were collected using a web-based test, stimulated recall tasks and semi-structured interviews. Results show that the participants differed in recognizing the intended meanings. Complicated factors account for the variations. In addition to the types of implicature, learners’ beliefs about developing pragmatic comprehension also influence their learning intention, and subsequent performance. These beliefs include learners’ multi-layered, complex attitudes toward the outcomes of pragmatic learning, perceived self-efficacy beliefs regarding language proficiency and L2 cultural knowledge, actual behavioral control over opportunities and resources for pragmatic learning, and perceptions of less social pressure on pragmatic learning. The use of TPB may help language teachers and test designers to understand learners’ beliefs about L2 pragmatic learning in the English as a foreign language context. Understanding the factors influencing learners’ intention will help design more effective teaching curricula that may integrate pragmatic instruction and testing in the future. (shrink)

The “dynamic turn” in the field of second language acquisition catalyzed scholarly devotion to the complex dynamic relationships between learner and teacher variables and various academic emotions. As such, the present study examined the varying effects of the aforementioned variables on the constructs of positive and negative flow, and determined their strongest predictors, respectively. This study used a mixed-method approach to collect data from 607 Chinese English-as-a-Foreign-Language learners. In stage one of the research, the researcher first assessed the (...) participants’ levels of positive flow and negative flow in a blended learning context, then performed Pearson correlation analysis to confirm a significant, but weak positive relationship between positive flow and negative flow. Then, significant difference tests were run to determine the varied effects of those variables on flow. Finally, two multiple regression analyses were conducted to identify five predictors of positive flow, with the biggest contribution coming from learners’ attitudes toward the foreign language, and three predictors of negative flow, with the learners’ major accounting for the majority of variance. In the second stage of the research, a qualitative corpus was constructed, based on accounts of classroom experiences from 71 participants of the total sample, and further illustrated the quantitative findings. Pedagogical implications for educational psychologists and teachers of second and/or foreign languages are addressed. (shrink)

Language experience shapes the gradual maturation of speech production in both native and second languages. Structural aspects like the connectedness of spontaneous narratives reveal this maturation progress in L1 acquisition and, as it does not rely on semantics, it could also reveal structural pattern changes during L2 acquisition. The current study tested whether L2 lexical retrieval associated with vocabulary knowledge could impact the global connectedness of narratives during the initial stages of L2 acquisition. Specifically, the study evaluated the relationship between (...) graph structure and L2 learners’ oral production in the L2 and L1. Seventy-nine college-aged students who were native speakers of English and had received classroom instruction in either L2-Spanish or L2-Chinese participated in this study. Three tasks were used: semantic fluency, phonemic fluency and picture description. Measures were operationalized as the number of words per minute in the case of the semantic and phonemic fluency tasks. Graph analysis was carried out for the picture description task using the computational tool SpeechGraphs to calculate connectedness. Results revealed significant positive correlations between connectedness in the picture description task and measures of speech production in the phonemic and semantic fluency tasks. These correlations were only significant for the participants’ L2- Spanish and Chinese. Results indicate that producing low connectedness narratives in L2 may be a marker of the initial stages of L2 oral development. These findings are consistent with the pattern reported in the early stages of L1 literacy. Future studies should further explore the interactions between graph structure and second language production proficiency, including more advanced stages of L2 learning and considering the role of cognitive abilities in this process. (shrink)

To manage the undesirable effect of anxiety on students, a wide scope of research has been dedicated to determining the triggers of anxiety and pedagogical interferences that can assist students with mitigating anxiety. Mindfulness is a relaxation strategy that has been related to constructive impacts when utilized as a managing technique for stress and anxiety. Originating from the construct of mindfulness, there is a multidimensional conception acknowledged as resilience as one of the notions in the Positive Psychology literature, which highlights (...) the organizations and individuals’ strengths and self-control to comply with accidental states. Given the eminence of mindfulness and resilience in learning situations, the present study sets forth to examine the role of these constructs in alleviating English as a foreign language learners’ anxiety. To meet this objective, 502 Chinese EFL learners took part in this research. They were asked to respond to the three questionnaires, namely resilience, mindfulness, and anxiety. To answer the research question of the study, a linear multiple regression was run and the findings demonstrated that mindfulness and resilience together could significantly predict anxiety. Consistent with the findings, some recommendations are presented concerning the implications of the present research. (shrink)

The present study set out to examine the role of cross-linguistic differences as a source of potential difficulty in the acceptance and online interpretation of the English singular they by Chinese English as a Foreign Language learners across two levels of second-language proficiency. Experiment 1 operationalized performance through an untimed acceptability judgment test and Experiment 2 through a self-paced reading task. Statistical analyses yielded an asymmetric pattern of results. Experiment 1 indicated that unlike native English speakers who generally accepted (...) the singular they with all antecedent types, two Chinese EFL groups consisting of English majors and non-English majors both rated it as the least acceptable pronoun regardless of their proficiency level. In contrast, Experiment 2 demonstrated that like native English speakers, both Chinese EFL groups were not disrupted in their reading by the use of the singular they most of the time, although its online interpretation was modulated by L2 proficiency levels of the participants. While the English majors were not affected by the use of the singular they, the non-English majors spent a significantly longer time reading the latter region of the sentences where the singular they was used. In short, the results of the two experiments seem to indicate that under no time constraint, L2 speakers showed a heightened degree of grammar sensitivity, whereas when there was a time constraint, their grammatical sensitivity was reduced by a greater need to focus on meaning. The difficulty for Chinese EFL learners to acquire the singular they may be located at the restructuring of their existing knowledge of the plural feature of they [−PLURAL] in their mental lexicon and the adaptation to the sociocultural norms of the target language. The pedagogical implications of the findings are discussed. (shrink)

This study adopted a positive psychology perspective to investigate positive emotion and foreign language enjoyment among Chinese as a second language learners in an emergency remote teaching context amid the COVID-19 pandemic. A set of 90 preparatory Chinese language students was assessed for their level of foreign language enjoyment using the Foreign Language Enjoyment Scale. Participles' scores on self-perceived language achievement and actual test scores were adopted as the measurement of their Chinese language proficiency. The results revealed (...) that: CSL learners experienced high level of FL enjoyment in an online learning context, no significant correlation was found between FLE and leaners' actual language achievement nor between FLE and their self-perceived achievement, female learners showed higher FLE than male learners and gender was found to have a significant effect on FLE-Private, participants' geological location, i.e., whether in China or at home countries, significantly influenced their FLE, participants' regional group was not a significant predictor of FLE, and teacher-related variables and learner self-perceptions of achievement were strong predictors of FLE among CSL learners. The findings highlight the importance of teacher's role in an online learning environment and suggest that FLE may not boost performance in the short term for language beginners but is still conducive in the long run. Implications for both teachers and learners, and suggestions for future researches are provided. (shrink)

Writing and reading are closely related and are thus likely to have a common orthographic representation. A fundamental question in the literature on the production of written Chinese characters concerns the structure of orthographic representations. We report on a Chinese character handwriting pedagogical corpus involving a class of 22 persons, 232 composite character types, 1,913 tokens, and 13,057 stroke records, together with the inter-stroke interval, which reflects the parallel processing of multilevel orthographic representation during the writing execution, and (...) 50 orthographic variables from the whole character, logographeme, and stroke. The results of regression analyses show that orthographic representation has a hierarchy and that different representational levels are active simultaneously. In the multilevel structure of orthographic representation, the representation of the logographeme is absolutely dominant. Writing and reading have both commonalities and individual differences in their orthographic representations. The online processing of the logographeme unit probably occurs at the ISI before the initial stroke of the current logographeme, which may also cascade to the first subsequent logographeme. In addition, we propose a new effective character structure unit for describing orthographic complexity. (shrink)

This study investigated the psychometric properties of an adapted Chinese version of Motivated Strategies for Learning Questionnaire using exploratory factor analysis and confirmatory factor...

Since the coming of Positive Psychology in the field of second language acquisition, the significance of emotion, especially positive emotion, has been well recognized by researchers. Educational research has indicated that both emotion and engagement play fundamental roles in learning process and psychological wellbeing, but research on their relationship is scant in SLA. The present study contributed to the development of Positive Psychology in SLA by investigating the relationships between achievement emotions, behavioral engagement, and self-reported English achievements. 633 students from (...) four senior high schools in China participated in the study. Data collected through questionnaires revealed: Participants reported a medium to high level of foreign language enjoyment, foreign language classroom anxiety, and behavioral engagement; females had a higher level of FLE and behavioral engagement than males; the participants reported more anxiety and less enjoyment than western samples; significant correlations were found between FLE, FLCA, behavioral engagement, and self-reported achievement; significant mediating effects of behavioral engagement were found between both achievement emotions and self-reported achievement, and the mediating effect of engagement was stronger between FLCA and self-reported achievement. The findings extended the nomological network of achievement emotions, developed our insights into the complex relationships between emotions, learner engagement and language achievement, and revealed the mediating effects of behavioral engagement. Finally, directions for future study and implications for foreign language educators were provided. (shrink)

Reading in Chinese is complex because readers should not only recognize characters by basic units but also integrate characters into words when reading text. While many efforts have been devoted to investigating the effect of sub-lexical orthographic knowledge in Chinese character reading, less is known about the role played by lexical orthographic knowledge at word level. A total of 424 secondary learners with Chinese as a second language in Hong Kong were assessed with character reading, reading comprehension, (...) and two lexical orthographic knowledge tasks: lexical orthographic choice and lexical orthographic choice in context. Path analysis results demonstrated that these lexical orthographic skills significantly mediated the effect of character reading on comprehension, in which OKCC was a more critical mediator as its mediating effect was bigger than that of OKC. Further analyses showed that these mediating effects were significant only among students with richer learning experience. Our results illustrate the possible trajectory of CSL learners’ literacy development from character reading to reading comprehension and provide pedagogical implications for teaching and learning. (shrink)

The impact of motivation, anxiety and learning strategies on the achievement of foreign language proficiency has been widely acknowledged in the context of traditional offline classroom settings. However, this issue has not been extensively documented in relation to online learning, which has become the predominant form of language learning during the period of the COVID-19 pandemic. The current study was conducted to investigate the relative prediction of motivation, anxiety and learning strategies for second language achievement among 90 Thai adult learners (...) of Chinese as a foreign language who took online Chinese courses. The participants completed a questionnaire dealing with motivation, anxiety, learning strategies, and their Chinese proficiency was measured by self-report and a Chinese vocabulary size test. A series of hierarchical regression analyses revealed two major findings. First, anxiety emerged as the most stable factor for the participants' CFL achievement, followed by learning strategies and motivation. Second, motivation, anxiety and learning strategies only significantly predicted the participants' self-rated Chinese language proficiency, but not their performance on the Chinese vocabulary size test. The overall results indicate the relative importance of motivation, anxiety and learning strategies to Chinese language learning in the online environment and suggest different measures of CFL achievement may lead to different research findings. The general findings were of theoretical and pedagogical significance for understanding and addressing individual differences factors in online language learning. (shrink)

The correct use of connectives has great influence on language learners’ writing proficiency, while errors of connectives are common in foreign learners’ interlanguages. This study examines the types of errors that occur in native English-speaking learners’ Chinese writing, the possible causes for the errors, and the learners’ consequent learning strategies. The present research adopted corpora investigation, questionnaire survey, and focus-group interviews to examine the error types, causes of identified errors, and related learning strategies. Data analysis indicated that: the main (...) error types made by native English-speaking learners from high to low are misuse, overuse, mismatch, misplacement, and underuse of connectives; causes related to intralingual transfer greatly contributes to the presence of errors; and memory, social, and cognitive strategies were the most preferred, followed by metacognitive and compensation strategies, and then by effective strategies which were the least preferred. These findings showed that different strategies can be employed to cope with different errors in writing. The study further suggests that teachers and educators need to help native English-speaking learners find strategies that work best for them in terms of learning Chinese connectives. (shrink)

The study examined the development of Chinese as a second language learners’ formulaic knowledge through comparing the processing of Chinese idioms versus non-idiomatic formulaic sequences by advanced-level learners, super-advanced learners, and native speakers. Using two phrase acceptability judgment tasks with and without think-aloud protocols, we collected data on participants’ processing accuracy, processing speed, and processing strategies of reading the two types of FSs. Four processing patterns emerged from the analyses of the datasets. First, learners’ processing accuracy and speed (...) increased along with their proficiency. Second, learners’ idiom processing ability was generally lower than that of non-idiom processing ability, but they demonstrated an improving trend as their proficiency level increased. Third, learners’ use of processing strategies did not change much as proficiency rose and demonstrated a categorical difference from NSs. Fourth, all three groups exhibited poorer productive idiom knowledge than productive non-idiom knowledge. The overall findings denote that second language learners’ formulaic knowledge can evolve beyond the lexical plateau as learners move from the advanced to a higher proficiency level, but the productive idiom knowledge can be a long-term problem. The findings provide implications for measuring and teaching Chinese formulaic knowledge at the higher-than-advanced stage. (shrink)

English as a verb-medial language has a short-before-long preference, whereas Korean and Japanese as verb-final languages show a long-before-short preference. In second language research, little is known regarding how L1 processing strategies affect the ultimate attainment of target structures. Existing work has shown that native speakers of Chinese strongly prefer to utter demonstrative-classifier phrases first in subject-extracted relatives and DCLs second in object-extracted relatives. But it remains unknown whether L2 learners with typologically different language backgrounds are able to acquire (...) native-like strategies, and how they deviate from native speakers or even among themselves. Using a phrase-assembly task, we investigated advanced L2-Chinese learners whose L1s were English, Korean, and Japanese, because English lacks individual classifiers and has postnominal relative clause, whereas Korean and Japanese have individual classifiers and prenominal RCs. Results showed that the English and Korean groups deviated from the native controls’ asymmetric pattern, but the Japanese group approximated native-like performance. Furthermore, compared to the English group, the Korean and Japanese groups favored the DCL-second configuration in SRs and ORs. No differences were found between the Korean and Japanese groups. Overall, our findings suggest that L1 processing strategies play an overarching role in L2 acquisition of asymmetric positioning of DCLs in Chinese RCs. (shrink)

Irregular self-selection is a demonstration of active involvement in interaction. English as a foreign language learners’ talk-in-interaction is one of such cases. Yet, little research has explored when, how, and why learners implement this action. The aim of this article is to address these issues in Chinese postgraduate EFL learners’ conversations from the perspective of multimodal interaction. To this end, we provide descriptive statistics and use multimodal conversation analysis to investigate the detailed process of irregular self-selection. The results show (...) the interactional sensitivity of learners, and all the successful irregular self-selection can be divided into the following three types: turn interruption, turn competition TC), and turn holding abortion. Learners implement this action by using multimodal resources, including lexis, syntax, pitch reset, intensity enhancement, gaze, and so forth. However, their body movements lack diversity, causing behaviors to be constrained and inactive. The main purpose of irregular self-selection is to provide knowledge that contributes to topical development. This study reveals that Chinese postgraduate EFL learners are interactionally competent members. They are able to achieve communicative goals but in a low diversity of body movements. The findings help to understand the detailed process of speakership claiming in EFL learners’ conversations. (shrink)

The role of self-regulated learning in achieving academic success has been widely investigated for campus-based college students. However, research on online learners’ SRL is limited, while the number of online learners has been increasing tremendously in recent years, especially after the COVID-19 pandemic worldwide. As SRL is context-bound, differences caused by classroom and home environments may be expected. This study investigated the factor structures of online learners’ SRL in Chinese as a foreign language education and the existence of SRL (...) profiles in online learners. Data were collected from 378 international students enrolled in online Chinese language courses in 2020. Ten latent factors were revealed by exploratory factor analysis with motivation and learning strategies scales of the Motivated Strategies for Learning Questionnaire. A follow-up latent profile analysis showed three profiles of low, moderate, and high self-regulated learners. The study supports the context-bound nature of SRL and calls for developing adaptive training programs according to SRL profiles of Chinese language learners. (shrink)

Research in second language pragmatics has paid increasing attention to learners’ individual differences, but few studies have examined the relationship between learners’ willingness to communicate in L2 and their pragmatic competence. To this end, this study investigates the association between WTC and pragmatic awareness and comprehension of Chinese as a second language learners. A total of 80 CSL learners studying abroad in three universities in China participated in this study. Data were collected through a WTC questionnaire, a self-perceived communication (...) competence questionnaire, a pragmatic awareness judgment task, and a multiple-choice test for pragmatic comprehension. Statistical analyses were conducted to explore the relationship between the learners’ pragmatic awareness and pragmatic comprehension on the one hand and their WTC and SPCC in L2 on the other. The findings indicated that SPCC correlated positively with the learners’ L2 pragmatic comprehension, but not with their L2 pragmatic awareness. No correlation was found between WTC and pragmatic awareness and comprehension. The results suggest that SPCC may contribute to learners’ L2 pragmatic comprehension; some implications for teaching and future research directions are also discussed. (shrink)

Motivation has been recognized as a vital component in successfully learning a second or foreign language. However, research on language learners’ motivation in a study abroad context requires more attention in an era in which international mobility is becoming a new normal. This study investigated 217 Chinese overseas university students’ L2 motivation during their one-year postgraduate study in the United Kingdom. by examining a range of motivational variables in relation to their motivated English language learning behaviors. Integrating results from (...) both questionnaires and interviews from nine participating students, the study revealed that international posture showed the strongest positive power, followed by the ideal L2 self, in explaining the learners’ willingness to communicate, frequency of communication, and intended learning effort. Additionally, instrumentality and parental encouragement exerted prominent promotional influence in shaping their intended learning effort. However, the ought-to L2 self-displayed a significant negative impact on their L2 learning in this study abroad context, and the role of attitudes toward L2 speakers/community and culture was not evident in this case. The findings shed light on a more comprehensive understanding of L2 motivation in a study abroad context, and offer insightful implications for English as a Foreign Language education in cultivating language learners’ motivation to prepare for study abroad. (shrink)

Different writing systems in the world select different units of spoken language for mapping. Do these writing system differences influence how first language (L1) literacy experiences affect cognitive processes in learning to read a second language (L2)? Two groups of college students who were learning to read English as a second language (ESL) were examined for their relative reliance on phonological and orthographic processing in English word identification: Korean students with an alphabetic L1 literacy background, and Chinese students with (...) a nonalphabetic L1 literacy background. In a semantic category judgment task, Korean ESL learners made more false positive errors in judging stimuli that were homophones to category exemplars than they did in judging spelling controls. However, there were no significant differences in responses to stimuli in these two conditions for Chinese ESL learners. Chinese ESL learners, on the other hand, made more accurate responses to stimuli that were less similar in spelling to category exemplars than those that were more similar. Chinese ESL learners may rely less on phonological information and more on orthographic information in identifying English words than their Korean counterparts. Further evidence supporting this argument came from a phoneme deletion task in which Chinese subjects performed more poorly overall than their Korean counterparts and made more errors that were phonologically incorrect but orthographically acceptable. We suggest that cross-writing system differences in L1s and L1 reading skills transfer could be responsible for these ESL performance differences. (shrink)

This study investigates the effects of visual mnemonics and the methods of presenting learning materials on learning visually similar characters for Chinese-as-second-language learners. In supporting CSL learners to build robust orthographic representations in Chinese, addressing the challenges of visual similarity of characters is an important issue. Based on prior research on perceptual learning, we tested three strategies that differ in the extent to which they promote interrelated attention to the form and meaning of characters: Stroke Sequence, a form-emphasis (...) strategy, Key-images, a form + meaning strategy utilizing visual code, Pithy Formulas with Key-images, a form + meaning strategy combining visual and verbal codes. A pretest–posttest equivalent-group design was adopted. The independent variables were the learning strategy, the method of presenting character pairs, and testing time. The dependent variables were learners’ proportions of accurate responses to reading and writing Chinese characters through a posttest and a delayed posttest ; a learner experience survey was also administered to investigate learners’ opinions on each strategy. Sixty-six non-beginning learners of Chinese participated; they were randomly assigned to one of the two groups in which participants learned ten characters via the three strategies, respectively, differing between whether the characters were presented in similar pairs or dissimilar pairs. Data were analyzed via three-way ANCOVAs. The Pithy Formulas with Key-images and the Key-images generally yielded higher writing accuracy than Stroke Sequence immediately after learning. Notably, the advantage of the Pithy Formulas with Key-images over the Key-images on writing was specific to the participants that learned with visually similar pairs rather than those that learned with dissimilar pairs. All strategies were effective for reading, yet learners’ experience ratings favored the two form + meaning strategies over the strategy that focused primarily on form. Suggestions for future research and pedagogical implications on learning visually similar characters were offered. (shrink)

There is controversy around whether presenting sub-character units such as radicals and strokes are beneficial to L2 Chinese learning. The present study explored the effects of radical markings and stroke order animations on learning Chinese characters. Forty Chinese L2 learners with native alphabetic languages were divided into high-and low-level groups. They were first required to learn Chinese characters under four conditions either: presented radical markings with stroke animations; presented no radical markings with stroke animations; presented radical (...) markings without stroke animations; or presented neither radical markings nor stroke animations. After learning, the participants were given character recognition and character-meaning matching tests. Results showed that the presentation of radical markings increased the participants’ reaction times in the character recognition test and decreased their recognition accuracy. Moreover, presenting stroke order animations also decreased the participants’ accuracy in recognizing characters. Beyond that, presenting radical markings and stroke order animations had no significant influence on character-meaning matching tests. These results indicate that providing radical and stroke information might interfere with character learning instead of facilitating character learning. The results suggest that excessive visual information introduced in the learning process may increase L2 learners’ cognition load. Also, the findings contribute to theoretical arguments about the analytic and holistic processing of Chinese characters and the pedagogical implications for teaching Chinese as a second language. (shrink)

Previous studies have offered a rationale for engaging students in small-group student talk for the planning of L2 individual writing. To further investigate whether such talk effectively promotes the quality of argument in the context of Chinese tertiary EFL learners’ argumentative writing and whether such effects could be retained, the current study adopted a quasi-experimental design with a pretest, a posttest, and a delayed posttest in two intact EFL classes. The performance of the intervention group and the comparison group (...) were scrutinized to examine the effects of the intervention. The analytic scores on six components of the writing task and the holistic writing scores cumulated of all these components were measured to see the immediate and sustained effects. Significant changes of the holistic scores in both the immediate posttest and the delayed posttest indicated that such small-group student talk enabled students in the treatment class to achieve better performance in the overall quality of argumentation compared with those in the comparison class. Statistical analyses revealed immediate and sustained effects of small-group student talk on the quality of counterargument claim, counterargument data, and rebuttal claim. Counterargument claim was the only element in which students in both classes made significant improvement, but the treatment class demonstrated a larger effect size. No discernible differences were found either between or within the treatment class and the comparison class with respect to the quality of claim, data, and rebuttal data across tests. Possible explanations concerning the findings and limitations of the study were discussed. (shrink)

The present study analyzes the English diaries written by a young Chinese English as a foreign language learner over a 1-year period in an attempt to determine the developmental process of Chinese EFL young learners’ written language in terms of syntactic complexity. This study aimed to use a wide range of metrics to explore densely collected data based on Dynamic Systems Theory. The longitudinal study data were analyzed through eight large-grained measures related to sentential, clausal, and phrasal (...) features by using L2 Syntactic Complexity Analyzer, as well as fine-grained measures related to seven modifiers, an adjective placed before a noun, ordinal numerals are indicated, cardinal numeral, predicative adjective, adverbial adjective, adverbs, prepositional phrases, subordinate, and relative clause, through manual annotations. The results show that, first, the developmental process was not linear but spiral in terms of large-grained measures. The sentential level varied, and the development process of the young learner is different from Chinese English learners studying in colleges. Second, the dynamic features of fine-grained measures are also prominent in the seven indicators. ADJA, PREP, and REL showed a steady increase, ADJP showed an obvious decline, while ADV and SUB first increased and then declined. Third, the correlation analysis revealed a competitive interaction within fine-grained measures and between large-grained and fine-grained measures. (shrink)

Against a backdrop of an international trend to shift from a teacher-centred to a learner-centred education, this article explores a Confucian conception of education. Focusing on an ancient Chinese text Xueji, the essay examines its educational ideals and practices based on the principles of ‘choice’, ‘doing’ and ‘power relationship’. It is argued that the educational model in the Xueji does not fit the description of a learner-centred education as commonly understood in the Western literature. Rather, the Xueji (...) advocates a ‘teacher-directed and learner-engaged’ approach by giving the teacher control over the curriculum and authority over the learners while encouraging the learners to participate actively in the learning process. In proposing a conception that is not exactly learner-centred, the Xueji challenges the assumption that ‘good’ education must necessarily be learner-centred. (shrink)