The Instruction and Acquisition of the BA Construction by Students of Chinese as a Foreign Language

Cover Half Title Title Page Copyright Page List of Tables and Figures Tables Figures Acknowledgments Introduction Teaching and Learning Chinese as a Foreign Language in the United States Increased Student Population in the Past Decades Challenges in Learning Chinese as a Foreign Language Research in Acquisition of L2 Chinese Scope of This Book The BA Construction Acquisition of the BA Construction Instruction of the BA Construction Chapter 1: The BA Construction Chapter Introduction The Development of the BA Construction in Chinese: A Brief Introduction Syntactic Properties of the BA Construction Semantic Properties of the BA Construction The Disposal Account The Causative Account The Complex Verb Constraint Pragmatic and Discourse Properties of the BA Construction Discourse Properties of the BA Construction as a Whole Discourse and Pragmatic Properties of the Elements in the BA Construction Understanding the BA Construction from the Construction Grammar Perspective Construction Grammar Analyzing the BA Construction Using the Construction Grammar Framework Types of BA Sentences Corpus-Based Studies on the Types of BA Sentences Subtypes of the BA Construction Listed in National Guidelines Chapter Summary Notes Chapter 2: Acquisition of the BA Construction Among L2 Learners of Chinese Chapter Introduction Acquisition of the BA Construction The Acquisition Order of Different Types of BA Sentences Error Patterns in BA Sentences Among Learners of Chinese The Acquisition of the Syntactic Properties of the BA Construction The Acquisition of the Semantic Properties of the BA Construction The Acquisition of the Pragmatic Properties of the BA Construction Factors That Affect the Acquisition of the BA Construction Chapter Summary Chapter 3: Teaching the BA Construction in Chinese as a Foreign Language Chapter Introduction Input and Practice from Textbooks Issues Associated with Teaching the BA Construction Stages in the Teaching of the BA Construction and Their Optimal Teaching Order Aspects to Highlight When Teaching the BA Construction Proposed Methods and Strategies for Teaching the BA Construction Introducing and Practicing BA in Contexts Using the Focus-on-Form Approach to Teach the BA Construction Empirical Studies on BA Instruction Chapter Summary Chapter 4: Acquisition of the BA Construction: An Interface Perspective Chapter Introduction The Interface Hypothesis and Previous Studies The Interface Hypothesis Previous Studies on Properties at Interfaces Studies on the Properties of the Syntax-Semantics Interface Studies on the Properties of the Syntax-Pragmatics Interface The Goal of This Study Research Questions Target Properties of the BA Construction Hypotheses Method Participants Tasks Procedure Scoring Procedure Data Analysis Procedures Results Core Syntax Property Versus Syntax-Semantics Interface Properties Item Analyses Core Syntax Property Versus Syntax-Discourse Interface Properties Item Analyses Syntax-Semantics Interface Properties Versus Syntax-Discourse Interface Properties Properties Within the Syntax-Semantics Interface Summary of Results Discussion Research Question 1a: L2 Chinese Learners’ Acquisition of BA Properties Involving the Core Syntax Versus Syntax-Semantics Interface Research Question 1b: L2 Chinese Learners’ Acquisition of BA Properties Involving Core Syntax Versus Syntax-Discourse Interface Research Question 2: L2 Learners’ Acquisition of Properties Involving Different Interface Domains: Syntax-Semantics Versus Syntax-Discourse Research Question 3: L2 Learners’ Acquisition of Syntax-Semantics Properties Conclusion and Implications Chapter 5: Awareness Among L2 Chinese Learners on the Usage of the BA Construction Chapter Introduction Usage of the BA Construction Obligatory BA Sentences Optional BA Sentences Learners’ Awareness of Obligatory Versus Optional BA Sentences Methodology Participants Task Procedure Scoring Results Accuracy Rates for the Judgment Task on Obligatory BA Sentences and Optional BA Sentences Acceptance Rates on Obligatory and Optional BA Sentences: NS Group Acceptance Rates on Obligatory and Optional BA Sentences: L2 High Group Acceptance Rates on Obligatory and Optional BA Sentences: L2 Low Group Pattern Similarity Among the Groups L2 Learners’ Awareness Versus Native Speakers’ Awareness of Obligatory BA Sentences and Optional BA Sentences Awareness of Obligatory BA Sentences Awareness of Optional BA Sentences Item Analysis Within Each Subset: Obligatory BA Versus Optional BA Discussion L2 Chinese Learners’ Awareness of Obligatory Versus Optional BA Sentences Chapter Summary Chapter 6: Using the Processing Instruction Approach to Teach the BA Construction Chapter Introduction Processing Instruction and Previous Studies Grammar Instruction in Foreign Language Classrooms Processing Instruction: Principles and Procedures Previous Research on the Processing Instruction Approach The Present Study Gaps Identified in Previous Research on PI Findings from the Present Study on the Acquisition of the BA Construction and Proposals on Teaching It Research Questions Method Participants Training Materials Measurement Procedure Scoring and Analysis Results Comprehension of the BA Sentences Production of BA Sentences Explicit Information Versus Implicit Corrective Feedback in the PI Training Discussions PI and Comprehension of the BA Construction PI and Production of the BA Construction Explicit Information and Implicit Corrective Feedback in the PI Approach Future Directions Chapter Summary Chapter 7: Implications from the Acquisition Studies and Guidelines for Instruction Chapter Introduction Acquisition of the BA Construction Effectiveness of Processing Instruction in Teaching the BA Construction Implications on and Guidelines for the Instruction of the BA Construction Implications Guidelines Implications from the Usage-Based Construction Approach Future Directions for Research on BA Construction Acquisition and Instruction Appendix 1 Survey for English-Speaking Learners of Chinese Appendix 2 Sentences Used in Task 1 of the Study in Chapter 4: The Grammaticality Judgment Task Word Order Constraint Complex Verb Constraint Affectedness on the BA NP Constraint Appendix 3 Contexts and Sentences Used in Task 2 of the Study in Chapter 4: The Contextual Acceptability Preference Task Ba-Preferred Contexts SVO-Preferred Contexts Appendix 4 Sentences Used in the Study of Chapter 5: The Paired Grammaticality Judgment Task Obligatory BA Subset Optional BA Subset Appendix 5 Sentences Used in the Study of Chapter 6: The Comprehension Task References Index About the Author