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An examination of the topic-prominen...

Xie, Tianwei.

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An examination of the topic-prominence of Chinese language learners' interlanguage.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An examination of the topic-prominence of Chinese language learners' interlanguage./
作者:	Xie, Tianwei.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1992,
面頁冊數:	156 p.
附註:	Source: Dissertation Abstracts International, Volume: 53-06, Section: A, page: 1830.
Contained By:	Dissertation Abstracts International53-06A.
標題:	Language arts. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9226536

An examination of the topic-prominence of Chinese language learners' interlanguage.
Xie, Tianwei.

An examination of the topic-prominence of Chinese language learners' interlanguage. - Ann Arbor : ProQuest Dissertations & Theses, 1992 - 156 p.

Source: Dissertation Abstracts International, Volume: 53-06, Section: A, page: 1830.

Thesis (Ph.D.)--University of Pittsburgh, 1992.

The Chinese language is classified as a topic-prominent language according to Li and Thompson (1976). Among the features characterizing a topic-prominent language, topic-comment structures and zero anaphors are frequently observed in Chinese. In contrast, English is a subject-prominent language and grammatical concepts such as subject and object are more important than those of topic and comment.Subjects--Topical Terms:

532624
Language arts.

An examination of the topic-prominence of Chinese language learners' interlanguage.
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245 1 3 $a An examination of the topic-prominence of Chinese language learners' interlanguage.
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500 $a Source: Dissertation Abstracts International, Volume: 53-06, Section: A, page: 1830.
500 $a Adviser: Virginia Swisher.
502 $a Thesis (Ph.D.)--University of Pittsburgh, 1992.
520 $a The Chinese language is classified as a topic-prominent language according to Li and Thompson (1976). Among the features characterizing a topic-prominent language, topic-comment structures and zero anaphors are frequently observed in Chinese. In contrast, English is a subject-prominent language and grammatical concepts such as subject and object are more important than those of topic and comment.
520 $a The question then arises: to what extent are these differences reflected in the interlanguage of English speakers learning Chinese? This study used a story-telling technique to elicit data and compared the narratives produced by learners of Chinese as a foreign language at various proficiency levels with the narratives produced by native Chinese speakers. It was found that: (1) The novice learners' interlanguage is basically not topic-prominent; (2) At the intermediate level, learners' interlanguage begins to be different from their native language; and (3) The interlanguage becomes more and more topic-prominent as their proficiency improves.
520 $a The results of this study challenge some hypotheses in second language acquisition theories. Some researchers have proposed that early interlanguage is characterized by topic-comment structuring (Givon, 1979; Rutherford, 1983; Fuller & Gundel, 1986). Topic-comment structures are expected to occur early in natural second language acquisition, because the process of second language acquisition is a process of syntacticization in which learners change their use from a pragmatic to a syntactic mode (Givon, 1979). The results of this study, however, did not support the early topic-comment stage hypothesis in adult second language acquisition.
520 $a The phenomena observed in this study are likely due to suppression of the pragmatic mode by adult learners' first language which is subject-prominent. The subject-prominence characteristics of English exert an important influence on the process of learning Chinese. It is suggested that it is advisable to develop awareness of topic/subject-prominence of Chinese and English among both language instructors and students. More attention should be paid to the topic-prominence characteristics of Chinese in teaching and textbook design.
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