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Effects of technologically delivered indirect written corrective feedback:A case study on CFL learner revisions in college compositions
YANG Li;Laura Valentín-Rivera;This case study investigated the effects of technologically delivered indirect written corrective feedback,namely codes accompanied by metalinguistic information in a Chinese as a foreign language(CFL) context.After receiving an audiovisual tutorial on how to understand and approach teacher comments,two English-speaking,lower-level CFL students were provided with individualized feedback via track changes,displayed through screen-recorded videos.Then they revised their compositions in response to the feedback provided.Their revision behaviors were screen-recorded,and the rates of successful error corrections were calculated.The results suggested overall high revision efficiency and autonomous revisions for both participants,though the occurrences were limited.Based on the findings,practical suggestions on how to effectively deliver written comments and provide students with feedback-focused training in the CFL classroom were discussed.
A semantic interpretation of Chinese stressed focus operators
LIU Huijuan;SHI Dingxu;Guangdong University of Foreign Studies;This paper provides a semantic interpretation of stressed focus operators in Chinese and discusses how different types of focus operators can be uniformly interpreted semantically when they are stressed. By examining the stress phenomena in several categories of focus-sensitive operators, including additive focus operators, restrictive focus operators, cleft sentences, negative focus operators, quantificational operators, and modal adverbs, this study proposes that when a focus-sensitive operator itself is stressed, it functions as a discourse focus as well as a propositional operator. The interpretation of a stressed focus-sensitive operator not only depends on the lexical semantics of the operator itself but also closely relates to the context in which the sentence appears. This paper offers a unified explanation of stressed focus operators from the semantic-pragmatic interface perspective.
Academic Chinese listening and speaking proficiency of CSL learners in China
ZHENG Hang;LI Hui;YANG Duanduan;XIAO Shijun;Shanghai University;Renmin University of China;Macau University of Science and Technology;This study examines the academic Chinese listening and speaking proficiency of CSL(Chinese as a Second Language) learners in China, using a self-paced listening task and an elicited imitation task. Task materials include academic and general Chinese sentences matched for text difficulty. Quantitative results show no significant register effect in the self-paced listening task. In the elicited imitation task, however, the imitation quality of academic sentences is significantly lower than that of general sentences, although performance across the two registers is significantly positively correlated. Qualitative analysis identifies three categories comprising eight types of imitation errors. Integrating quantitative and qualitative findings with stimulated recall interviews, the study shows that difficulties in academic Chinese listening and speaking do not stem solely from the inherent difficulty of academic texts. Rather, they arise from the interaction between specific academic language features—novel lexical combinations, compact linguistic forms, and high semantic density—and the real-time processing demands of the tasks, which jointly constrain learners' allocation of cognitive resources. The study proposes a level-based approach to academic Chinese listening and speaking instruction across three dimensions: training academic listening and speaking at different proficiency levels, teaching different academic language features at different proficiency levels, and designing academic listening/speaking tasks with progressively increasing speed.
Semantic licensing conditions for A-CL modification and related issues
HAO Qi;The ability to be modified by adjectives is an important grammatical feature of classifiers. However, compared to adjective-noun modification, adjective-classifier(A-CL) modification is highly restricted—only a few adjectives denoting the property of size or proportion are licensed, and likewise, classifiers, nouns, and even numerals are all subject to various constraints(Lu, 1987). To uncover the underlying reasons for the restrictions, the primary task is to clarify the semantic conditions that license A-CL modification. This study finds that the semantic condition for size adjectives modifying classifiers can be characterized as “Flexible Granularity”: size adjectives require that the unit encoded by the classifier reflect flexible granularity of the noun at a specific ontological level(individual, group, or kind). This semantic condition arises because A-CL modification only occurs along the dimension of “cumulative size”, which stems from the fact that the ontological meaning of classifiers is “unit of measurement”. These findings not only provide a theoretical basis for explaining the various constraints on the A-CL modification structure, but also contribute to a deeper understanding of the semantic nature of classifiers as a lexical category.
On the so-called “exceptional” constructions represented by “he zui jiu”: A new approach
LIU Ziling;Constructions represented by “he zui jiu”(喝醉酒, ‘to get drunk') are often regarded as exceptions to the integrated principle of verb-resultative constructions, and the previous studies have mostly incorporated them into the lexical level in order to circumvent their “exceptional” status. This paper proposes a new approach based on a reflection on the representative viewpoints: the inclusion of constructions like “he zui jiu” in the VRO construction may have been influenced by the analogy to the semi-schematic construction “V wan(完, ‘to finish') O” in its diachronic evolution. The core semantic functions and formal properties of the two constructions are similar: the action event VO generally terminates naturally when the resultative state R is reached, though the natural termination validity of the former is higher; both can be analyzed as VRO constructions. This analogical model not only explains the generation mechanism of the constructions of the “he zui jiu” type and the factors in its syntactic-semantic characterization, but is also suitable for interpreting constructions such as “chi bao fan”(吃饱饭, ‘to eat until one is full') and other similar so-called “exceptions”. The scope of the model's applicability to relevant “exceptional” phenomena is also explored. To conclude, the model proposed here can consistently eliminate the so-called “exceptions”, and aligns with the typological characteristics of Chinese, which emphasizes the expression of resultative states.
The integration mechanism of non-canonical verb-object constructions
LI Jinrong;CAO Huixin;The non-canonical nature of verb-object(VO) constructions is better characterized as event integration rather than merely as irregular constituent combination. Under the schematic constraint of the VO construction, the components of two distinct events undergo recombination, which inevitably triggers semantic reorganization. The mechanism of semantic reorganization is conceptual integration, which operates through cognitive processes such as compression and backgrounding to haplologize two related conceptual domains into a unified structure, thereby giving rise to emergent meaning. It is through this process that non-canonical VO constructions are formed. Like canonical VO constructions, non-canonical VO constructions also denote conventionalized actions. What is labeled as “non-canonical” is, in fact, a subordinate category of the canonical type: behaviors considered non-canonical at the level of the general community may be fully conventional within specific communities. Furthermore, analyzing non-canonical VO constructions from the perspective of conceptual integration can compensate for the inadequacies of metonymy-based interpretations.
Fundamental principles for developing International Chinese Language Education resources under new technological conditions
ZHANG Li;LIU Min;The high-quality development of resources for International Chinese Language Education is pivotal to sustaining the field's long-term growth. Amid the surge of new technologies, it is necessary to elucidate the theoretical foundations for resource development so as to advance the digital transformation of International Chinese Language Education in a scientifically informed manner. To this end, the article first clarifies the core notion that teaching resources are meant to serve the exchange of knowledge. Drawing on the Shannon-Weaver communication model, it then constructs a structural-functional analytical model of an educational resource system characterized by “human-object” integration. On this basis, the study examines the specificities of International Chinese Language Education practice in terms of participants, knowledge resources, and instrumental(tool) resources, identifies the challenges confronting resource development, and proposes preliminary responding recommendations.