Japanese Learners' Characteristic Errors of the Chinese Numeral Classifier Sequence yi ge: Learning and/or Unlearning?

Journal of the Chinese Language Teachers Association 45 巻 1 号 89-101 頁 2010-02 発行
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ファイル情報(添付)
タイトル ( eng )
Japanese Learners' Characteristic Errors of the Chinese Numeral Classifier Sequence yi ge: Learning and/or Unlearning?
作成者
Teng Xiaochun
収録物名
Journal of the Chinese Language Teachers Association
45
1
開始ページ 89
終了ページ 101
抄録
This study was motivated by Higuchi (2007), in which many advanced learners of Chinese made incorrect responses to seemingly easy items in a two-choice cloze-type test of the Chinese numeral classifier sequence yi ge. In Experiment 1, we tested native Chinese speakers as subjects, using the same material but allowing three possible choices for each item: (1) yi ge, (2) zero, or (3) yi ge/zero (i.e., either acceptable). The results revealed that there were several items which elicited a yi ge/zero response, thereby indicating that the validity of a two-choice test is questionable.In Experiment 2, both a two-choice and a three-choice test were administered to Japanese learners of Chinese. The results showed that the subjects made more correct responses to the 'easy' items marking ~new information status than did Higuchi's subjects. Combined with Higuchi's findings, the present results may be interpreted as suggesting that Japanese learners in a beginning or intermediate stage first acquire the association between yi ge and new information status of the following noun, but unlearn that simple association at a more advanced level. The grammatical features which seem to engender this learning pattern are briefly discussed.
著者キーワード
yige
two- and three-choice cloze test
Japanese learners of Chinese
U-shaped learning
NDC分類
日本語 [ 810 ]
言語
英語
資源タイプ 学術雑誌論文
出版者
The Chinese Language Teachers Association
発行日 2010-02
権利情報
Copyright (c) 2010 The Chinese Language Teachers Association
出版タイプ Version of Record(出版社版。早期公開を含む)
アクセス権 オープンアクセス
収録物識別子
[ISSN] 0009-4595
[NCID] AA10868840
[URI] http://clta-us.org/jclta.htm