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The Role of Input and Interaction in the Acquisition of Chinese as a Second Language

Journal Article


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Abstract


  • Input and interaction have received great attention in second language research

    due to their dominant role in second language teaching and learning. However,

    empirical studies that have examined their effects on the acquisition of Chinese

    as a second language remain scarce. This study fills this gap by comparing the

    effects of teacher-student interaction and student-student interaction on vocabulary

    acquisition in Chinese as a second language. Thirty-six adult beginners of Chinese

    completed ten weeks’ study in Australia, in addition to pre- and post- tests and a

    background questionnaire. Selected participants attended a focus group interview.

    Statistical analyses show that both types of interaction facilitate learning but their

    effects depend on the mode of tests. There was no statistically significant difference

    between the teacher-student interaction and student-student interaction in their

    effects on the acquisition of word meaning based on written scores, whereas the

    teacher-student group outperformed the student-student group in pronunciation.

    There was no statistically significant difference between the written and spoken

    scores of the teacher-student group, whereas the student-student group had higher

    written scores than spoken scores. The results suggest when learners are allowed

    to select learning content and provided with the learning materials prepared by

    teachers, the student-student interaction may achieve the same results as teacherstudent

    interaction in the acquisition of word meaning. The findings lend support to

    the Input and Interaction Hypothesis by showing that negotiation of meaning and

    comprehended input facilitated vocabulary acquisition, and extend the effects of

    interactions to the acquisition of Chinese as second language by pure beginners using

    their first language. The findings and their pedagogical implications are discussed

    and contextualised within Chinese-as-a-second-language teaching.

Publication Date


  • 2018

Citation


  • Gao, X. (2018). The Role of Input and Interaction in the Acquisition of Chinese as a Second Language. International Journal of Chinese language education, (3), 123-145.

Ro Full-text Url


  • http://ro.uow.edu.au/context/lhapapers/article/4565/type/native/viewcontent

Ro Metadata Url


  • http://ro.uow.edu.au/lhapapers/3542

Number Of Pages


  • 22

Start Page


  • 123

End Page


  • 145

Issue


  • 3

Place Of Publication


  • Hong Kong

Abstract


  • Input and interaction have received great attention in second language research

    due to their dominant role in second language teaching and learning. However,

    empirical studies that have examined their effects on the acquisition of Chinese

    as a second language remain scarce. This study fills this gap by comparing the

    effects of teacher-student interaction and student-student interaction on vocabulary

    acquisition in Chinese as a second language. Thirty-six adult beginners of Chinese

    completed ten weeks’ study in Australia, in addition to pre- and post- tests and a

    background questionnaire. Selected participants attended a focus group interview.

    Statistical analyses show that both types of interaction facilitate learning but their

    effects depend on the mode of tests. There was no statistically significant difference

    between the teacher-student interaction and student-student interaction in their

    effects on the acquisition of word meaning based on written scores, whereas the

    teacher-student group outperformed the student-student group in pronunciation.

    There was no statistically significant difference between the written and spoken

    scores of the teacher-student group, whereas the student-student group had higher

    written scores than spoken scores. The results suggest when learners are allowed

    to select learning content and provided with the learning materials prepared by

    teachers, the student-student interaction may achieve the same results as teacherstudent

    interaction in the acquisition of word meaning. The findings lend support to

    the Input and Interaction Hypothesis by showing that negotiation of meaning and

    comprehended input facilitated vocabulary acquisition, and extend the effects of

    interactions to the acquisition of Chinese as second language by pure beginners using

    their first language. The findings and their pedagogical implications are discussed

    and contextualised within Chinese-as-a-second-language teaching.

Publication Date


  • 2018

Citation


  • Gao, X. (2018). The Role of Input and Interaction in the Acquisition of Chinese as a Second Language. International Journal of Chinese language education, (3), 123-145.

Ro Full-text Url


  • http://ro.uow.edu.au/context/lhapapers/article/4565/type/native/viewcontent

Ro Metadata Url


  • http://ro.uow.edu.au/lhapapers/3542

Number Of Pages


  • 22

Start Page


  • 123

End Page


  • 145

Issue


  • 3

Place Of Publication


  • Hong Kong