Browsing by Subject "Mandarin Chinese"

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Fangyan-speaking learners of Mandarin Chinese in U.S. universities : experiences of students with heritage backgrounds in Chinese languages other than Mandarin
(2010-08) Hsiao, Jennifer Ching-hui; Horwitz, Elaine Kolker, 1950-; Schallert, Diane L.; Kelm, Orlando R.; Maloch, Anna E.; Teng, Wen-Hua
With the rising importance of Mandarin Chinese since the 80s, researchers have paid more attention to the Mandarin learners of heritage backgrounds who can understand or speak Mandarin Chinese before entering Chinese as a Foreign Language (CFL) programs. However, the study of Fangyan-speaking learners of Mandarin Chinese has been long neglected and still remains scarce. This interview study was conducted with twelve Fangyan-speaking learners of Mandarin in U.S. universities with an aim of investigating the linguistic knowledge and ethno-cultural identities that Fangyan-speaking students bring to college-level CFL classrooms. Another focus of this study is to investigate the perception Fangyan-speaking students have about their linguistic abilities and what Fangyan-speaking students are perceived to be the expectations of their instructors and peers. This study was conducted in two CFL programs: a long-established dual-track program in a research university and a newly-established mixed track program in a teaching university. Both Fangyan-speaking students and their instructors were recruited for interviews and document data were collected from both students and their instructors. A modification of Krashen’s Input Hypothesis (1981) was employed in categorizing four types of Mandarin input, in which Cantonese pronunciation for reading purposes and media consumption were found to play important roles in Fangyan-speaking students’ Mandarin learning. Analysis of the data also revealed that Fangyan-speaking participants’ ethno-cultural identities may exhibit a nature of “hybridity” (Young, 1995) owing to their family immigration histories. Implications derived from the findings are offered for researchers, practitioners, and administrators of programs that serve tertiary CFL learners.
Heritage speakers of Chinese languages in Asia : sociocultural factors that affect their proficiency in Mandarin Chinese
(2011-12) Villarreal, Daniel Steve; Bar-Adon, Aaron; Horwitz, Elaine; Johanson, Robert E.; Schallert, Diane L.; Weinstock, John
Heritage speakers of Chinese languages in Asia: Sociocultural factors that affect their proficiency in Mandarin Chinese discusses several of the reasons that some Asian ethnic Chinese are more proficient at Mandarin Chinese than others. This research was conducted in Taiwan between 2009 and 2011. Research subjects were of Chinese ethnicity, citizens of Asian nations and regions other than the People’s Republic of China or the Republic of China ( Taiwan ), and present in Taiwan as students of Mandarin Chinese and/or various academic subjects. The research question consisted of an overarching question and three sub-questions; the overarching question was: What is the experience of heritage speakers of Chinese languages in Asian countries where Mandarin is not the dominant language?, and the three sub-questions were: 1.) What sociocultural factors result in heritage speakers’ Mandarin learning/development being enhanced?; 2.) What sociocultural factors result in heritage speakers’ Mandarin learning/development being suppressed/not enhanced?; and 3.) Why are ethnic Chinese from non-Chinese nations studying Mandarin in Taiwan ? The researcher also unearthed what is possibly a new paradigm for a “heritage speaker of Mandarin Chinese” in an Asian context. Heritage Mandarin speakers in an Asian context may be a hybrid construct: speakers of a Chinese language with solid skills in the home language, a high degree of contact with Mandarin Chinese in the environment, and the capacity to rapidly acquire Mandarin and enhance one’s skills readily via the advantage of scaffolding at a higher starting point due to already being versed in one or more Chinese language. Some of the salient sociocultural factors which were shown to enhance the Mandarin skills of this population were: similarity of home’s or region’s Chinese language to Mandarin, exposure to Mandarin in the environment, policies favorable to or accepting of this language group and culture, and Mandarin as a medium of classroom instruction. Reasons for studying in Taiwan included its low costs and authentic Chinese environment. It is hoped that this study will inform efforts in the teaching of Mandarin to heritage speakers. It is further hoped that stakeholders who deal with heritage speaker issues consider not only the sociocultural factors explored in this research, but also the importance of considering the effects of language contact between heritage languages and similar languages and dialects.
Noun incorporation and resultative verb compounding in Mandarin Chinese
(2020-05-08) Gu, Qianping, Ph. D.; Beavers, John T.; Wechsler, Stephen; Beaver, David; Kamp, Johan; Epps, Patience; Xie, Zhiguo
This dissertation investigates two types of compounding (in a broad sense) in Mandarin Chinese, namely, noun incorporation and resultative verb compounding. I argue that the object of the so-called S-le sentence structure is a case of noun incorporation. Syntactically, the object is constrained as it prefers a bare noun or a small noun phrase but rejects (indefinite) articles and quantifiers entirely. Semantically, the object has those properties that an incorporated noun typically has. It has narrow scope with respect to modality and quantifiers, a number neutral reading if it is a bare noun, and is discourse-opaque as it cannot serve as the antecedent of an anaphoric pronoun. The S-le sentence is also argued to be neutral regarding grammatical aspect as it allows a range of aspectual interpretations, depending on the context. The proposed semantic analysis for the S-le sentence is that it expresses informativeness, which is construed as a presupposition that the proposition is new to the hearer. The evidence for this analysis has three sources. One is the distribution that it is naturally used in a context where the proposition is new to the hearer, building on Liu (2002). The second piece of evidence is a Gricean effect when it is used in a context in which the proposition is not new to the hearer, generating an additional non-compositional evaluative meaning that resembles an implicature. The third piece of evidence is the significantly increased acceptability of S-le sentences with heavy NP-internal modifiers, which are usually syntactically dispreferred in S-le sentences, in an informative context when the speaker intends to provide new information. For resultative verb compounding, I investigate what semantics the two resultative morphemes, -wán and -diào, contribute to the aspectual meaning of the entire compound. I propose that -wán expresses termination and -diào culmination (or completion). Both yield telicity but through different avenues. Termination yields telicity by constraining the run time of event while culmination (or completion) sets the constraint on the patient.
Topic and topic-comment structure in first language acquisition of Mandarin Chinese
(2007-12) Chen, Po-ting, 1981-; Meier, Richard P.
Mandarin Chinese has been characterized as a topic-prominent language with the prevalence use of topic-comment structures. Studies have shown that Chinese children are able to comprehend the concept of topic at their early age of syntax acquisition, but it is unclear how frequently are topic-comment structures produced in their spontaneous speech. This is a cross-sectional study of Chinese-speaking children, with the aim of determining the production frequency of topic-comment structures in four and six old children. Another goal of this study is to examine whether there are any developmental differences in the production of topic-comment structures between the two age groups. The results show that, contrary to what was expected, the production frequency of topic-comment structures is low in both age groups and there is no significant difference in the production frequency between them. It is concluded that, despite the low frequency, the few errors and variety of topic-comment structures produced suggest that Chinese children have acquired the topic-comment structure by the age of four although this is not manifested in their spontaneous speech production.