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Chinese syntactic systems and second...

Wang, Xiaojun.

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Chinese syntactic systems and second language acquisition: Approaches to the teaching of Chinese as a second language.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Chinese syntactic systems and second language acquisition: Approaches to the teaching of Chinese as a second language./
作者:	Wang, Xiaojun.
面頁冊數:	265 p.
附註:	Director: Richard A. Demers.
Contained By:	Dissertation Abstracts International57-02A.
標題:	Education, Language and Literature. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9620399

Chinese syntactic systems and second language acquisition: Approaches to the teaching of Chinese as a second language.
Wang, Xiaojun.

Chinese syntactic systems and second language acquisition: Approaches to the teaching of Chinese as a second language. - 265 p.

Director: Richard A. Demers.

Thesis (Ph.D.)--The University of Arizona, 1995.

According to those features, I proposed nine pedagogical principles for the Chinese syntax teaching, and a case study of teaching Chinese structures with three post-verbal complements was conducted in order to have a field-test.Subjects--Topical Terms:

1018115
Education, Language and Literature.

Chinese syntactic systems and second language acquisition: Approaches to the teaching of Chinese as a second language.
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100 1 $a Wang, Xiaojun. $3 1294211
245 1 0 $a Chinese syntactic systems and second language acquisition: Approaches to the teaching of Chinese as a second language.
300 $a 265 p.
500 $a Director: Richard A. Demers.
500 $a Source: Dissertation Abstracts International, Volume: 57-02, Section: A, page: 0668.
502 $a Thesis (Ph.D.)--The University of Arizona, 1995.
520 $a According to those features, I proposed nine pedagogical principles for the Chinese syntax teaching, and a case study of teaching Chinese structures with three post-verbal complements was conducted in order to have a field-test.
520 $a The purpose of this dissertation is to examine the relation between the teaching of Chinese syntax and the acquisition process by adult learners based on multitheoretical and multimethodological approaches.
520 $a Through a brief review of the features of Chinese syntax and a comparative study of three different syntactic analytic systems, a Chinese linguistic background is provided. A further study of pedagogical Chinese syntax was conducted by investigating the teaching materials and methods introduced in three commonly used Chinese textbooks.
520 $a Based on the Chinese linguistic and pedagogical background, the surveys were designed to probe the learners' acquisition process of Chinese syntax. The studies involved a total of 73 subjects who are native English speakers learning Chinese at different universities. It has been found that: (1) adult learners' acquisition order and rate are closely related to their cognitive skills; (2) the scope of acquisition in adults is subject to time limitations; (3) analysis & analogy are the main methods used by adult learners in the acquisition of syntax; (4) the learning environment & the knowledge of the target syntax by adult learners are not required to be situationally linked; (5) the process of syntactic transfer is incomplete among adult learners due to the lack of target language input; (6) the general failure rate in L2 acquisition partially associates with the lack of the fully functional innate language faculty; (7) the adult learners' common mistakes in syntactic acquisition process are predictable due to syntactic transfer and the influences from L1; (8) different teaching methods result in different strengths in students; (9) there is a gap between grammatical competence & communicative competence in the adult learners' acquisition process.
520 $a The discussion in this dissertation has partially confirmed the claim made by psycho-linguistic researchers that learning a second language is a complex process. There is a hierarchical order in acquiring language competence, and the acquisition of hierarchically ordered skills requires integrated approaches.
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791 $a Ph.D.
792 $a 1995
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