Special Language Domain in Which Grammatical Rules May Be Violated Legitimately in Chinese

Jie, Xu; Qin, Yewei

doi:10.1093/acrefore/9780199384655.013.881

Cited by 2 publications

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“…Because of semantic and syntactic idiosyncrasies, learning idioms largely depends on rote memorization (Long et al, 2018), which causes cognitive burdens for learners. Second, most idiomatic expressions are domain-or genre-specific (Xu and Qin, 2021), which means that language users may have passively encountered them multiple times, but have not had sufficient opportunities to actively use them . As a result, there is a great gap between learners' receptive and productive idiom knowledge.…”

Section: Enhancing Idiomaticity In the Classroommentioning

confidence: 99%

Teaching and Learning Chinese as a Foreign or Second Language: The Educational Psychology Perspective

2024

Frontiers Research Topics

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Frontiers is more than just an open access publisher of scholarly articles: it is a pioneering approach to the world of academia, radically improving the way scholarly research is managed. The grand vision of Frontiers is a world where all people have an equal opportunity to seek, share and generate knowledge. Frontiers provides immediate and permanent online open access to all its publications, but this alone is not enough to realize our grand goals. Frontiers journal seriesThe Frontiers journal series is a multi-tier and interdisciplinary set of openaccess, online journals, promising a paradigm shift from the current review, selection and dissemination processes in academic publishing. All Frontiers journals are driven by researchers for researchers; therefore, they constitute a service to the scholarly community. At the same time, the Frontiers journal series operates on a revolutionary invention, the tiered publishing system, initially addressing specific communities of scholars, and gradually climbing up to broader public understanding, thus serving the interests of the lay society, too. Dedication to qualityEach Frontiers article is a landmark of the highest quality, thanks to genuinely collaborative interactions between authors and review editors, who include some of the world's best academicians. Research must be certified by peers before entering a stream of knowledge that may eventually reach the public -and shape society; therefore, Frontiers only applies the most rigorous and unbiased reviews. Frontiers revolutionizes research publishing by freely delivering the most outstanding research, evaluated with no bias from both the academic and social point of view. By applying the most advanced information technologies, Frontiers is catapulting scholarly publishing into a new generation. What are Frontiers Research Topics?Frontiers Research Topics are very popular trademarks of the Frontiers journals series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area.

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Section: Enhancing Idiomaticity In the Classroommentioning

confidence: 99%

Teaching and Learning Chinese as a Foreign or Second Language: The Educational Psychology Perspective

2024

Frontiers Research Topics

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“…Because of semantic and syntactic idiosyncrasies, learning idioms largely depends on rote memorization (Long et al, 2018), which causes cognitive burdens for learners. Second, most idiomatic expressions are domain-or genre-specific (Xu and Qin, 2021), which means that language users may have passively encountered them multiple times, but have not had sufficient opportunities to actively use them (Ellis, 2012). As a result, there is a great gap between learners' receptive and productive idiom knowledge.…”

Section: Enhancing Idiomaticity In the Classroommentioning

confidence: 99%

The Development of Formulaic Knowledge in Super-Advanced Chinese Language Learners: Evidence From Processing Accuracy, Speed, and Strategies

Zheng

2022

Front. Psychol.

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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 (FSs) by advanced-level learners (ALs), super-advanced learners (SLs), and native speakers (NSs). 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.

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Special Language Domain in Which Grammatical Rules May Be Violated Legitimately in Chinese

Cited by 2 publications

References 0 publications

Teaching and Learning Chinese as a Foreign or Second Language: The Educational Psychology Perspective

Teaching and Learning Chinese as a Foreign or Second Language: The Educational Psychology Perspective

The Development of Formulaic Knowledge in Super-Advanced Chinese Language Learners: Evidence From Processing Accuracy, Speed, and Strategies

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