Profiling L2 writing development: The case of CFL learners in intermediate classes

Yang, Li; Zhao, Zhidan

doi:10.1515/caslar-2018-0009

Cited by 7 publications

(8 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Studies have used both specific measurements and general measurements to investigate Chinese L2 syntactic complexity. Using specific measurements, studies have focused on the development of a collection of syntactic forms that are specific to Chinese (Han and Feng, 2017;Yang and Zhao, 2018). For example, the ba-construction, passive structure marked with bei, comparison sentences marked with bi, VOV (de), etc.…”

Section: Syntactic Complexity Development In Chinese As a Second Lang...mentioning

confidence: 99%

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

2024

Frontiers Research Topics

View full text Add to dashboard Cite

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.

show abstract

Section: Syntactic Complexity Development In Chinese As a Second Lang...mentioning

confidence: 99%

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

2024

Frontiers Research Topics

View full text Add to dashboard Cite

show abstract

“…Studies have used both specific measurements and general measurements to investigate Chinese L2 syntactic complexity. Using specific measurements, studies have focused on the development of a collection of syntactic forms that are specific to Chinese ( Han and Feng, 2017 ; Yang and Zhao, 2018 ). For example, the ba -construction, passive structure marked with bei , comparison sentences marked with bi , VOV 得 (de), etc.…”

Section: Literature Reviewmentioning

confidence: 99%

Enhancing Syntactic Complexity in L2 Chinese Writing: Effects of Form-Focused Instruction on the Chinese Topic Chain

Lü

2022

Front. Psychol.

View full text Add to dashboard Cite

Syntactic complexity, as one aspect of the Complexity, Accuracy and Fluency (CAF) model, is integral to the writing ability of second language (L2) learners. Previous research found that T-unit-based measures of syntactic complexity in writing tasks of English as a second language (ESL) learners increased with more instruction, yet it remains unclear whether the same can be observed in Chinese as a second language (CSL) learners. To fill this gap, this study compared the development of syntactic complexity of a training group (N = 64) and a control group (N = 51), both composed of CSL students in a first-year Chinese course at a university in North America. While participants in the control group only participated in the regular course, the training group received an additional 10-week, explicit form-focused instruction (FFI) on the Chinese topic chain. Results on the posttest and delayed posttest show that the FFI on the topic chain had a positive and durable effect on the participants’ syntactic complexity; instructional intensity and feedback type may have influenced its effectiveness and durability. Characteristics of measures and task complexity may have affected the observation of syntactic complexity.

show abstract

“…In contrast with most other studies, which focused on conjunctives only, Yang (2013) examined textual conjunctives and topicalizers in learners' writing. Yang conducted a qualitative analysis that examined 30 written summaries of textbook passages of three 4th‐year American college CFLs.…”

Section: Introductionmentioning

confidence: 99%

“…Thus, how learners use different types of conjunctions in their written production has not been explored sufficiently. In addition, to the best of our knowledge, Yang (2013) is the only study that examines the use of frame setters in written discourse. In Chinese, matching the linguistic with the conceptual order is an essential underlying principle for constructing a cohesive text, rendering frame setters an important cohesive device.…”

Section: Introductionmentioning

confidence: 99%

“…Without an assessment of participants' proficiency, these studies do not necessarily establish a correlation between proficiency levels and the use of cohesive devices. Moreover, in studies that focused on the connectives that students had learned from their textbooks, corresponding tasks were designed to test the degree of mastery of these devices (e.g., Lu, 2017, 2019; Yang, 2013). They tapped into learners' ability to use cohesive devices in controlled environments rather than spontaneous circumstances.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The use of cohesive devices as proficiency level discriminators in Chinese DLI learners' writing

Huang,

Watzinger‐Tharp

2023

Foreign Language Annals

View full text Add to dashboard Cite

Building on the construct of discourse competence, this study investigated the frequency and accuracy of Chinese Dual Language Immersion students' use of two types of cohesive devices—conjunctions and frame setters. Drawing on AAPPL assessment data, the study examined 116 writing samples that were rated as either Intermediate High (IH) or A1 (the lower end of Advanced). Results show that, overall, the group with rating consistent with A1 used both types of cohesive devices more frequently than the group that received a rating consistent with IH; differences were statistically significant for frame setters. The study also found that both groups demonstrated greater syntactic than semantic accuracy; however, students whose ratings consistent with A1 used frame setters more accurately than those with ratings consistent with IH. The article concludes with a discussion of pedagogical implications and suggestions for future research.

show abstract

Profiling L2 writing development: The case of CFL learners in intermediate classes

Cited by 7 publications

References 11 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

Enhancing Syntactic Complexity in L2 Chinese Writing: Effects of Form-Focused Instruction on the Chinese Topic Chain

The use of cohesive devices as proficiency level discriminators in Chinese DLI learners' writing

Contact Info

Product

Resources

About