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Article published In: Chinese as a Second Language (漢語教學研究—美國中文教師學會學報)
Vol. 52:1 (2017) ► pp.55–76

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Stylistic variation in L1 and L2 Chinese

Native speakers, learners, teachers, and textbooks

 | Michigan State University
Published online: 4 September 2017
DOI logo with link
https://doi.org/10.1075/csl.52.1.03li
Abstract
This study examines stylistic variation patterns in L1 and L2 Chinese, focusing on two linguistic structures: morphosyntactic particle DE and subject pronoun. The data were from thirteen native speakers, four Chinese instructors, twenty-three L2 Chinese learners, and four Chinese textbooks. Results from variation analysis with frequency description show four general patterns. First, instructors used overt forms of stylistic variants in class significantly more frequently than native speakers did in conversations. Second, learners tended to overuse the overt forms compared with their native speaker peers. Third, learner patterns of stylistic variation aligned closely with those of their teachers. Finally, unlike teacher input, textbook input demonstrated mixed results compared with learner patterns. For DE use, learners’ patterns aligned significantly with those in textbooks, but did not for subject pronoun use. The implications for stylistic variation in conversational and written Chinese are discussed and suggestions are offered for Chinese and foreign language instruction.
摘要
本文探讨汉语作为第一语言和第二语言的总体风格变体规律。研究重点是形态句法虚词“的”和主语代词。数据来自于 13 个汉语母语使用者、四位汉语教师、 23 个汉语学习者和四本汉语教材。变体性分析和频率分析结果显示四个主要规律。第一，教师课堂上的语言中使用风格变体的频率明显高于汉语母语使用者在对话中的使用频率。第二，和同龄母语使用者比较，汉语学习者有过度使用风格变体的趋势。第三，学习者风格变体使用规律和他们老师的规律相近。最后，和第三点不同的是，教材中风格变体的使用规律和学习者的规律比较，结果不一。“的”的使用，学习者和教材中的规律显著相近，但是主语代词使用规律则不然。然后作者讨论了本研究对于汉语口语和笔语中风格变体规律研究的含义，还有对汉语外语教学的启示。
Article outline
  • 1.Introduction
  • 2.Sociolinguistic competence and stylistic variation
  • 3.Morphosyntactic particle DE and subject pronoun use in Chinese
    • 3.1Morphosyntactic particle DE
    • 3.2Subject pronoun use
  • 4.Methodology
    • 4.1Data
    • 4.2Analytical approach
    • 4.3Coding
  • 5.Results
    • 5.1Use of the particle DE
    • 5.2Subject pronoun
  • 6.Discussion
  • 7.Conclusion and instructional implications
  • 8.Future directions
  • Notes
  • References
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