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Interface between Syntax and Semantics in L2 Chinese

(2,235 words)

Author(s): Doris Chun-Yin CHEN
1. Introduction It has been claimed that in children’s first language development, semantic representations appear early and predominate, while syntactic rules and representations develop relatively late (e.g., Goodluck 1991). In acquiring their mother tongue, children must go through different stages, during the first two stages of which (the one-word and the two-word stages) they can only utter one or two important keywords. After they get to the telegraphic stage, grammatical notions such as su…
Date: 2017-03-02

Acquisition of L2, Overview

(5,079 words)

Author(s): Doris Chun-Yin CHEN
This lemma provides an overview of L2 Chinese, or CSL, that is, Chinese (more particularly, Mandarin) acquired as a second language (L2), focusing on phonology, Chinese characters, syntax, and semantics, L1 (first language) transfer, and L1 attrition. Some research on L2 Chinese teaching efficacy is also reviewed, namely pedagogical grammars, Chinese heritage language, and bilingual Chinese. 1. L1 Transfer and L2 Chinese Lado (1957) hypothesized that L2 learners tend to make errors when producing the structures of their second language due to differences f…
Date: 2017-03-02