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Situation-Bound Utterances as Main S...

Gong, Zhiqi.

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Situation-Bound Utterances as Main Supporters of Chinese as a Second Language Learners' Conceptual Socialization.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Situation-Bound Utterances as Main Supporters of Chinese as a Second Language Learners' Conceptual Socialization./
作者:	Gong, Zhiqi.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	164 p.
附註:	Source: Dissertations Abstracts International, Volume: 79-12, Section: A.
Contained By:	Dissertations Abstracts International79-12A.
標題:	Foreign language education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10809087
ISBN:	9780355983135

Situation-Bound Utterances as Main Supporters of Chinese as a Second Language Learners' Conceptual Socialization.
Gong, Zhiqi.

Situation-Bound Utterances as Main Supporters of Chinese as a Second Language Learners' Conceptual Socialization. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 164 p.

Source: Dissertations Abstracts International, Volume: 79-12, Section: A.

Thesis (Ph.D.)--State University of New York at Albany, 2018.

This item must not be sold to any third party vendors.

Second language learners' performance in terms of situation-bound utterances (SBUs) to a great extent reflects how well they conceptually socialize in the target speech community and also represents their willingness to abide by the collectively accepted rules of social interaction. That is because second language learners not only have to memorize certain linguistic structures in order to communicate in social encounters, but also have the freedom to select whether and to what extent to use expressions with literal meanings or expressions with metaphorical meanings. The process of conceptual socialization is usually culture-specific and determined by a mixture of factors, such as quality and quantity of exposure to the target language and culture, motivation, anxiety, personal preferences, investment, willingness, etc. This study is an empirical investigation of the role of situation-bound utterances in the process of conceptual socialization for Chinese as a Second Language (CSL) learners. Four groups of participants took part in this study: advanced Chinese learners, intermediate Chinese learners, Chinese Heritage Language (HL) learners, and native Chinese speakers. Here is a summary of the important findings of this study: 1) Each CSL learner group and control group showed preferences for certain subcategories of SBUs in daily interaction. Native Chinese group: charged SBUs > plain SBUs / loaded SBUs; advanced CSL group: plain SBUs > charged SBUs / loaded SBUs; intermediate CSL group and Chinese HL group: plain SBUs > loaded SBUs / charged SBUs. 2) Each CSL learner group, in accordance with the socio-cognitive constraints such as environment, L2 input, sociocultural distance, psychological distance, etc., had unique perception of the easiness/difficulty of understanding some Chinese SBUs. Loaded SBUs and charged SBUs were among those SBUs that were reported difficult to understand. The SBUs whose pragmatic functions were less commonly performed in daily life were also found to be hard to understand. Despite differences in the use of SBUs, Chinese learner groups followed a similar developmental pattern of conceptual socialization, which led to a three-stage developmental sequence in the acquisition of situation-bound utterances in terms of the pragmatic functions they perform: Stage 1: Learners acquire the use of certain SBUs to perform the speech acts of leave-taking, thanking, and greeting. Stage 2: SBUs of ordering, inquiring, requesting, and apologizing are added to learners' sociolinguistic and pragmalinguistic repertoires. Stage 3: Learners acquire SBUs that fulfill the pragmatic functions of well-wishing, showing hospitality, promising and complimenting. This hierarchy is a generalized reflection of CSL learners' sociocultural experiences in the target community. A lot of socio-cognitive factors were found to be at play in the process of conceptual socialization. These factors include length of L2 learning, length of residence in the target community, quality of exposure, social contacts, cultural identity, social categorization, commitment to language learning and agency.

ISBN: 9780355983135Subjects--Topical Terms:

3172512
Foreign language education.
Subjects--Index Terms:

Chinese as a second language

Situation-Bound Utterances as Main Supporters of Chinese as a Second Language Learners' Conceptual Socialization.
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