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Learning Chinese as a Foreign Langua...

Zhu, Mingmin.

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Learning Chinese as a Foreign Language in interactions with native and non-native interlocutors.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Learning Chinese as a Foreign Language in interactions with native and non-native interlocutors./
作者:	Zhu, Mingmin.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1991,
面頁冊數:	219 p.
附註:	Source: Dissertation Abstracts International, Volume: 52-05, Section: A, page: 1735.
Contained By:	Dissertation Abstracts International52-05A.
標題:	Modern language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9129196

Learning Chinese as a Foreign Language in interactions with native and non-native interlocutors.
Zhu, Mingmin.

Learning Chinese as a Foreign Language in interactions with native and non-native interlocutors. - Ann Arbor : ProQuest Dissertations & Theses, 1991 - 219 p.

Source: Dissertation Abstracts International, Volume: 52-05, Section: A, page: 1735.

Thesis (Ph.D.)--University of Pittsburgh, 1991.

The main purposes of the study were to describe non-native-speaker (NNS) interaction with native-speaker (NS) and non-native-speaker interlocutors in Chinese in a foreign language setting, and to investigate possible relationships of the NNSs' language development to the types of interlocutors with whom they interacted over time. Ten NNSs and four NSs participated in the study, forming four NS/NSS dyads and three NNS/NNS dyads. Each dyad performed 14 communication tasks over a period of twelve weeks, which were audio-taped.Subjects--Topical Terms:

3174390
Modern language.

Learning Chinese as a Foreign Language in interactions with native and non-native interlocutors.
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245 1 0 $a Learning Chinese as a Foreign Language in interactions with native and non-native interlocutors.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1991
300 $a 219 p.
500 $a Source: Dissertation Abstracts International, Volume: 52-05, Section: A, page: 1735.
500 $a Adviser: M. Virginia Swisher.
502 $a Thesis (Ph.D.)--University of Pittsburgh, 1991.
520 $a The main purposes of the study were to describe non-native-speaker (NNS) interaction with native-speaker (NS) and non-native-speaker interlocutors in Chinese in a foreign language setting, and to investigate possible relationships of the NNSs' language development to the types of interlocutors with whom they interacted over time. Ten NNSs and four NSs participated in the study, forming four NS/NSS dyads and three NNS/NNS dyads. Each dyad performed 14 communication tasks over a period of twelve weeks, which were audio-taped.
520 $a Three measures were used to assess the NNSs' language ability: pre and post written tests, oral exam scores, and the ratings of fluency, vocabulary, tone accuracy and grammaticality for the first and last tasks. Although the scores on these measures did not reflect substantial gains in the NNSs' language ability, qualitative analysis of the NNSs' performance suggests that they did progress in their use of vocabulary and grammatical structures during the study.
520 $a The NS/NNS dyads generated a much larger amount of speech than the NNS/NNS dyads, which is contrary to the findings of previous studies in English as a second language, suggesting that NNSs are more highly motivated to talk with NS interlocutors in the foreign language setting. The NS/NNS dyads as opposed to NNS/NNS dyads produced higher rates of conversational features, such as confirmation checks, clarification requests, self-repetitions, and paraphrases. The NNS/NNS dyads produced more other-repetitions than the NS/NNS dyads. Qualitative analysis shows that structural features of Chinese seem to make other-repetitions a particularly convenient communicative strategy for the NNSs. Analysis of the data also reveals that the paraphrases produced by NSs and NNSs were similar in nature.
520 $a The findings of the study suggest that NS/NNS interaction is important and valuable for providing high quality and a large quantity of input, particularly in a foreign language setting. On the other hand, NNS/NNS interaction should be encouraged to provide opportunities for the NNSs to produce comprehensible output.
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710 2 $a University of Pittsburgh. $3 958527
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793 $a English
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