A meta-analysis of fMRI studies on Chinese orthographic, phonological, and semantic processing.

PubMed

Wu, Chiao-Yi; Ho, Moon-Ho Ringo; Chen, Shen-Hsing Annabel

2012-10-15

A growing body of neuroimaging evidence has shown that Chinese character processing recruits differential activation from alphabetic languages due to its unique linguistic features. As more investigations on Chinese character processing have recently become available, we applied a meta-analytic approach to summarize previous findings and examined the neural networks for orthographic, phonological, and semantic processing of Chinese characters independently. The activation likelihood estimation (ALE) method was used to analyze eight studies in the orthographic task category, eleven in the phonological and fifteen in the semantic task categories. Converging activation among three language-processing components was found in the left middle frontal gyrus, the left superior parietal lobule and the left mid-fusiform gyrus, suggesting a common sub-network underlying the character recognition process regardless of the task nature. With increasing task demands, the left inferior parietal lobule and the right superior temporal gyrus were specialized for phonological processing, while the left middle temporal gyrus was involved in semantic processing. Functional dissociation was identified in the left inferior frontal gyrus, with the posterior dorsal part for phonological processing and the anterior ventral part for semantic processing. Moreover, bilateral involvement of the ventral occipito-temporal regions was found for both phonological and semantic processing. The results provide better understanding of the neural networks underlying Chinese orthographic, phonological, and semantic processing, and consolidate the findings of additional recruitment of the left middle frontal gyrus and the right fusiform gyrus for Chinese character processing as compared with the universal language network that has been based on alphabetic languages. Copyright © 2012 Elsevier Inc. All rights reserved.

Direct evidence from intraoperative electrocortical stimulation indicates shared and distinct speech production center between Chinese and English languages.

PubMed

Wu, Jinsong; Lu, Junfeng; Zhang, Han; Zhang, Jie; Yao, Chengjun; Zhuang, Dongxiao; Qiu, Tianming; Guo, Qihao; Hu, Xiaobing; Mao, Ying; Zhou, Liangfu

2015-12-01

Chinese processing has been suggested involving distinct brain areas from English. However, current functional localization studies on Chinese speech processing use mostly "indirect" techniques such as functional magnetic resonance imaging and electroencephalography, lacking direct evidence by means of electrocortical recording. In this study, awake craniotomies in 66 Chinese-speaking glioma patients provide a unique opportunity to directly map eloquent language areas. Intraoperative electrocortical stimulation was conducted and the positive sites for speech arrest, anomia, and alexia were identified separately. With help of stereotaxic neuronavigation system and computational modeling, all positive sites elicited by stimulation were integrated and a series of two- and three-dimension Chinese language probability maps were built. We performed statistical comparisons between the Chinese maps and previously derived English maps. While most Chinese speech arrest areas located at typical language production sites (i.e., 50% positive sites in ventral precentral gyrus, 28% in pars opercularis and pars triangularis), which also serve English production, an additional brain area, the left middle frontal gyrus (Brodmann's areas 6/9), was found to be unique in Chinese production (P < 0.05). Moreover, Chinese speakers' inferior ventral precentral gyrus (Brodmann's area 6) was used more than that in English speakers. Our finding suggests that Chinese involves more perisylvian region (extending to left middle frontal gyrus) than English. This is the first time that direct evidence supports cross-cultural neurolinguistics differences in human beings. The Chinese language atlas will also helpful in brain surgery planning for Chinese-speakers. Copyright © 2015 Wiley Periodicals, Inc.

Language Planning, Naming and Character Use in China

ERIC Educational Resources Information Center

Zhao, Shouhui; Baldauf, Richard B., Jr.

2007-01-01

As Chinese characters ("hanzi") have three aspects--as a technical writing system, an aesthetic visual art (Chinese calligraphy), and a highly-charged cultural symbolic system--changing them is a complex process. In the 1950s when language planning campaigns were launched to modernise Chinese through "hanzi" standardisation,…

Interlingual and Interdialectal Borrowings in Chinese.

ERIC Educational Resources Information Center

Chao, Y.R.

The processes involved in "borrowing" words and structures between languages and among dialects are discussed and illustrated. Interlingual borrowings between Chinese and other languages have taken place in several different ways. Sometimes the sounds of the foreign word are imitated using the sounds of the borrowing language ("leidar" for 'radar'…

An Investigation of Three Chinese Students' English Writing Strategies

ERIC Educational Resources Information Center

Mu, Congjun; Carrington, Suzanne

2007-01-01

The purpose of this study is to investigate the writing processes of second language (L2) writers, specifically examining the writing strategies of three Chinese post-graduate students in an Australian higher education institution. The study was prompted by the paucity of second language writing strategies of Chinese students in an authentic…

General Auditory Processing, Speech Perception and Phonological Awareness Skills in Chinese-English Biliteracy

ERIC Educational Resources Information Center

Chung, Kevin K. H.; McBride-Chang, Catherine; Cheung, Him; Wong, Simpson W. L.

2013-01-01

This study focused on the associations of general auditory processing, speech perception, phonological awareness and word reading in Cantonese-speaking children from Hong Kong learning to read both Chinese (first language [L1]) and English (second language [L2]). Children in Grades 2--4 ("N" = 133) participated and were administered…

Processing Relative Clauses in Chinese as a Second Language

ERIC Educational Resources Information Center

Xu, Yi

2014-01-01

This project investigates second language (L2) learners' processing of four types of Chinese relative clauses crossing extraction types and demonstrative-classifier (DCl) positions. Using a word order judgment task with a whole-sentence reading technique, the study also discusses how psycholinguistic theories bear explanatory power in L2 data. An…

The effect of sign language structure on complex word reading in Chinese deaf adolescents.

PubMed

Lu, Aitao; Yu, Yanping; Niu, Jiaxin; Zhang, John X

2015-01-01

The present study was carried out to investigate whether sign language structure plays a role in the processing of complex words (i.e., derivational and compound words), in particular, the delay of complex word reading in deaf adolescents. Chinese deaf adolescents were found to respond faster to derivational words than to compound words for one-sign-structure words, but showed comparable performance for two-sign-structure words. For both derivational and compound words, response latencies to one-sign-structure words were shorter than to two-sign-structure words. These results provide strong evidence that the structure of sign language affects written word processing in Chinese. Additionally, differences between derivational and compound words in the one-sign-structure condition indicate that Chinese deaf adolescents acquire print morphological awareness. The results also showed that delayed word reading was found in derivational words with two signs (DW-2), compound words with one sign (CW-1), and compound words with two signs (CW-2), but not in derivational words with one sign (DW-1), with the delay being maximum in DW-2, medium in CW-2, and minimum in CW-1, suggesting that the structure of sign language has an impact on the delayed processing of Chinese written words in deaf adolescents. These results provide insight into the mechanisms about how sign language structure affects written word processing and its delayed processing relative to their hearing peers of the same age.

Auditory Perception, Suprasegmental Speech Processing, and Vocabulary Development in Chinese Preschoolers.

PubMed

Wang, Hsiao-Lan S; Chen, I-Chen; Chiang, Chun-Han; Lai, Ying-Hui; Tsao, Yu

2016-10-01

The current study examined the associations between basic auditory perception, speech prosodic processing, and vocabulary development in Chinese kindergartners, specifically, whether early basic auditory perception may be related to linguistic prosodic processing in Chinese Mandarin vocabulary acquisition. A series of language, auditory, and linguistic prosodic tests were given to 100 preschool children who had not yet learned how to read Chinese characters. The results suggested that lexical tone sensitivity and intonation production were significantly correlated with children's general vocabulary abilities. In particular, tone awareness was associated with comprehensive language development, whereas intonation production was associated with both comprehensive and expressive language development. Regression analyses revealed that tone sensitivity accounted for 36% of the unique variance in vocabulary development, whereas intonation production accounted for 6% of the variance in vocabulary development. Moreover, auditory frequency discrimination was significantly correlated with lexical tone sensitivity, syllable duration discrimination, and intonation production in Mandarin Chinese. Also it provided significant contributions to tone sensitivity and intonation production. Auditory frequency discrimination may indirectly affect early vocabulary development through Chinese speech prosody. © The Author(s) 2016.

Language Anxiety: Experiences of Chinese Graduate Students at U.S. Higher Institutions

ERIC Educational Resources Information Center

Cheng, Rui; Erben, Antony

2012-01-01

It is very common for Chinese graduate students to experience language anxiety in the U.S. higher institutions, yet the literature on this topic is limited. This research study focused on the influence of the length of stay in U.S. higher institutions, various programs, gender, and acculturation process on Chinese graduate students' language…

Language related differences of the sustained response evoked by natural speech sounds.

PubMed

Fan, Christina Siu-Dschu; Zhu, Xingyu; Dosch, Hans Günter; von Stutterheim, Christiane; Rupp, André

2017-01-01

In tonal languages, such as Mandarin Chinese, the pitch contour of vowels discriminates lexical meaning, which is not the case in non-tonal languages such as German. Recent data provide evidence that pitch processing is influenced by language experience. However, there are still many open questions concerning the representation of such phonological and language-related differences at the level of the auditory cortex (AC). Using magnetoencephalography (MEG), we recorded transient and sustained auditory evoked fields (AEF) in native Chinese and German speakers to investigate language related phonological and semantic aspects in the processing of acoustic stimuli. AEF were elicited by spoken meaningful and meaningless syllables, by vowels, and by a French horn tone. Speech sounds were recorded from a native speaker and showed frequency-modulations according to the pitch-contours of Mandarin. The sustained field (SF) evoked by natural speech signals was significantly larger for Chinese than for German listeners. In contrast, the SF elicited by a horn tone was not significantly different between groups. Furthermore, the SF of Chinese subjects was larger when evoked by meaningful syllables compared to meaningless ones, but there was no significant difference regarding whether vowels were part of the Chinese phonological system or not. Moreover, the N100m gave subtle but clear evidence that for Chinese listeners other factors than purely physical properties play a role in processing meaningful signals. These findings show that the N100 and the SF generated in Heschl's gyrus are influenced by language experience, which suggests that AC activity related to specific pitch contours of vowels is influenced in a top-down fashion by higher, language related areas. Such interactions are in line with anatomical findings and neuroimaging data, as well as with the dual-stream model of language of Hickok and Poeppel that highlights the close and reciprocal interaction between superior temporal gyrus and sulcus.

The Proximate Phonological Unit of Chinese-English Bilinguals: Proficiency Matters

PubMed Central

Verdonschot, Rinus Gerardus; Nakayama, Mariko; Zhang, Qingfang; Tamaoka, Katsuo; Schiller, Niels Olaf

2013-01-01

An essential step to create phonology according to the language production model by Levelt, Roelofs and Meyer is to assemble phonemes into a metrical frame. However, recently, it has been proposed that different languages may rely on different grain sizes of phonological units to construct phonology. For instance, it has been proposed that, instead of phonemes, Mandarin Chinese uses syllables and Japanese uses moras to fill the metrical frame. In this study, we used a masked priming-naming task to investigate how bilinguals assemble their phonology for each language when the two languages differ in grain size. Highly proficient Mandarin Chinese-English bilinguals showed a significant masked onset priming effect in English (L2), and a significant masked syllabic priming effect in Mandarin Chinese (L1). These results suggest that their proximate unit is phonemic in L2 (English), and that bilinguals may use different phonological units depending on the language that is being processed. Additionally, under some conditions, a significant sub-syllabic priming effect was observed even in Mandarin Chinese, which indicates that L2 phonology exerts influences on L1 target processing as a consequence of having a good command of English. PMID:23646107

The perception of FM sweeps by Chinese and English listeners.

PubMed

Luo, Huan; Boemio, Anthony; Gordon, Michael; Poeppel, David

2007-02-01

Frequency-modulated (FM) signals are an integral acoustic component of ecologically natural sounds and are analyzed effectively in the auditory systems of humans and animals. Linearly frequency-modulated tone sweeps were used here to evaluate two questions. First, how rapid a sweep can listeners accurately perceive? Second, is there an effect of native language insofar as the language (phonology) is differentially associated with processing of FM signals? Speakers of English and Mandarin Chinese were tested to evaluate whether being a speaker of a tone language altered the perceptual identification of non-speech tone sweeps. In two psychophysical studies, we demonstrate that Chinese subjects perform better than English subjects in FM direction identification, but not in an FM discrimination task, in which English and Chinese speakers show similar detection thresholds of approximately 20 ms duration. We suggest that the better FM direction identification in Chinese subjects is related to their experience with FM direction analysis in the tone-language environment, even though supra-segmental tonal variation occurs over a longer time scale. Furthermore, the observed common discrimination temporal threshold across two language groups supports the conjecture that processing auditory signals at durations of approximately 20 ms constitutes a fundamental auditory perceptual threshold.

Model of the Dynamic Construction Process of Texts and Scaling Laws of Words Organization in Language Systems

PubMed Central

Li, Shan; Lin, Ruokuang; Bian, Chunhua; Ma, Qianli D. Y.

2016-01-01

Scaling laws characterize diverse complex systems in a broad range of fields, including physics, biology, finance, and social science. The human language is another example of a complex system of words organization. Studies on written texts have shown that scaling laws characterize the occurrence frequency of words, words rank, and the growth of distinct words with increasing text length. However, these studies have mainly concentrated on the western linguistic systems, and the laws that govern the lexical organization, structure and dynamics of the Chinese language remain not well understood. Here we study a database of Chinese and English language books. We report that three distinct scaling laws characterize words organization in the Chinese language. We find that these scaling laws have different exponents and crossover behaviors compared to English texts, indicating different words organization and dynamics of words in the process of text growth. We propose a stochastic feedback model of words organization and text growth, which successfully accounts for the empirically observed scaling laws with their corresponding scaling exponents and characteristic crossover regimes. Further, by varying key model parameters, we reproduce differences in the organization and scaling laws of words between the Chinese and English language. We also identify functional relationships between model parameters and the empirically observed scaling exponents, thus providing new insights into the words organization and growth dynamics in the Chinese and English language. PMID:28006026

Model of the Dynamic Construction Process of Texts and Scaling Laws of Words Organization in Language Systems.

PubMed

Li, Shan; Lin, Ruokuang; Bian, Chunhua; Ma, Qianli D Y; Ivanov, Plamen Ch

2016-01-01

Scaling laws characterize diverse complex systems in a broad range of fields, including physics, biology, finance, and social science. The human language is another example of a complex system of words organization. Studies on written texts have shown that scaling laws characterize the occurrence frequency of words, words rank, and the growth of distinct words with increasing text length. However, these studies have mainly concentrated on the western linguistic systems, and the laws that govern the lexical organization, structure and dynamics of the Chinese language remain not well understood. Here we study a database of Chinese and English language books. We report that three distinct scaling laws characterize words organization in the Chinese language. We find that these scaling laws have different exponents and crossover behaviors compared to English texts, indicating different words organization and dynamics of words in the process of text growth. We propose a stochastic feedback model of words organization and text growth, which successfully accounts for the empirically observed scaling laws with their corresponding scaling exponents and characteristic crossover regimes. Further, by varying key model parameters, we reproduce differences in the organization and scaling laws of words between the Chinese and English language. We also identify functional relationships between model parameters and the empirically observed scaling exponents, thus providing new insights into the words organization and growth dynamics in the Chinese and English language.

Chinese American Adolescents’ Perceptions of the Language Brokering Experience as a Sense of Burden and Sense of Efficacy

PubMed Central

Wu, Nina H.

2009-01-01

Children of immigrants who do translations and who interpret for others using their heritage language and English are known as language brokers. Although prior research suggests that children of immigrants’ perceptions of the language brokering experience vary greatly—from feeling a sense of efficacy to feeling a sense of burden—what remains unanswered in the literature is identification of the antecedents and processes that help to explain the varying psychological experience of language brokers. Using data from a two-wave prospective longitudinal study of 256 Chinese American adolescents, the present study tested potential mechanisms that may be responsible for adolescents’ perceptions of the language brokering experience as a sense or burden or sense of efficacy. The results demonstrate that adolescents’ Chinese orientation sets in motion a family process that is linked to variations in the perceptions of adolescents’ language brokering experience. Adolescents who are more Chinese oriented have a stronger sense of familial obligation, and these adolescents are more likely to perceive that they matter to their parents. Adolescents’ perceived sense of mattering to parents, in turn, is associated positively with a sense efficacy, and negatively with a sense of burden as language brokers. Those adolescents who are less Chinese oriented have a weaker sense of familial obligation, and these adolescents are more likely to feel a sense of alienation from their parents. Adolescents’ sense of perceived alienation from parents, in turn, is associated with a sense of burden as language brokers. Implications for developing interventions for children who act as language brokers for their parents are discussed. PMID:19636765

Arithmetic processing in the brain shaped by cultures

PubMed Central

Tang, Yiyuan; Zhang, Wutian; Chen, Kewei; Feng, Shigang; Ji, Ye; Shen, Junxian; Reiman, Eric M.; Liu, Yijun

2006-01-01

The universal use of Arabic numbers in mathematics raises a question whether these digits are processed the same way in people speaking various languages, such as Chinese and English, which reflect differences in Eastern and Western cultures. Using functional MRI, we demonstrated a differential cortical representation of numbers between native Chinese and English speakers. Contrasting to native English speakers, who largely employ a language process that relies on the left perisylvian cortices for mental calculation such as a simple addition task, native Chinese speakers, instead, engage a visuo-premotor association network for the same task. Whereas in both groups the inferior parietal cortex was activated by a task for numerical quantity comparison, functional MRI connectivity analyses revealed a functional distinction between Chinese and English groups among the brain networks involved in the task. Our results further indicate that the different biological encoding of numbers may be shaped by visual reading experience during language acquisition and other cultural factors such as mathematics learning strategies and education systems, which cannot be explained completely by the differences in languages per se. PMID:16815966

Comparative intelligibility investigation of single-channel noise-reduction algorithms for Chinese, Japanese, and English.

PubMed

Li, Junfeng; Yang, Lin; Zhang, Jianping; Yan, Yonghong; Hu, Yi; Akagi, Masato; Loizou, Philipos C

2011-05-01

A large number of single-channel noise-reduction algorithms have been proposed based largely on mathematical principles. Most of these algorithms, however, have been evaluated with English speech. Given the different perceptual cues used by native listeners of different languages including tonal languages, it is of interest to examine whether there are any language effects when the same noise-reduction algorithm is used to process noisy speech in different languages. A comparative evaluation and investigation is taken in this study of various single-channel noise-reduction algorithms applied to noisy speech taken from three languages: Chinese, Japanese, and English. Clean speech signals (Chinese words and Japanese words) were first corrupted by three types of noise at two signal-to-noise ratios and then processed by five single-channel noise-reduction algorithms. The processed signals were finally presented to normal-hearing listeners for recognition. Intelligibility evaluation showed that the majority of noise-reduction algorithms did not improve speech intelligibility. Consistent with a previous study with the English language, the Wiener filtering algorithm produced small, but statistically significant, improvements in intelligibility for car and white noise conditions. Significant differences between the performances of noise-reduction algorithms across the three languages were observed.

Word-Processor or Pencil-and-Paper? A Comparison of Students' Writing in Chinese as a Foreign Language

ERIC Educational Resources Information Center

Zhu, Yu; Mark Shum, Shiu-Kee; Brian Tse, Shek-Kam; Liu, Jinghui Jack

2016-01-01

A study is reported of the performance and attainment of 32 students from overseas studying elementary Chinese as a foreign language (CFL) in a Chinese university. With an AB-BA design, they were asked to use two forms of writing media to present two essays: one a word-processed essay entitled "My Favourite Female" and the other a…

Cross-Language Transfer of Word Reading Accuracy and Word Reading Fluency in Spanish-English and Chinese-English Bilinguals: Script-Universal and Script-Specific Processes

ERIC Educational Resources Information Center

Pasquarella, Adrian; Chen, Xi; Gottardo, Alexandra; Geva, Esther

2015-01-01

This study examined cross-language transfer of word reading accuracy and word reading fluency in Spanish-English and Chinese-English bilinguals. Participants included 51 Spanish-English and 64 Chinese-English bilinguals. Both groups of children completed parallel measures of phonological awareness, rapid automatized naming, word reading accuracy,…

Participation in treatment decision-making among Chinese-Australian women with breast cancer.

PubMed

Kwok, Cannas; Koo, Fung Kuen

2017-03-01

Using Confucian philosophy as a conceptual framework, this article examines the extent to which cultural values and language affect the participation preferences and experiences of the breast cancer treatment decision-making (TDM) process among Chinese women with breast cancer in Australia. Three focus groups were conducted with 23 Chinese-Australian women diagnosed with breast cancer in their native language (Mandarin and Cantonese). Each interview was translated and transcribed. Content analysis was used to uncover the major themes. Four typologies emerged: the patient as an active decision maker, the patient as a passive decision maker, the patient as a reluctant decision maker and the patient as a reluctant passive decision maker. Language barriers, cultural expectation of doctor's role and family role in Chinese culture appear as influential factors in TDM process among this group of women. Intervention to improve doctors' cultural sensitivities in order to help them assess women's role preferences in TDM and the ability of doctors to communicate in a culturally appropriate manner, may improve the process of breast cancer TDM among women from Chinese background.

Hemispheric involvement in the processing of Chinese idioms: An fMRI study.

PubMed

Yang, Jie; Li, Ping; Fang, Xiaoping; Shu, Hua; Liu, Youyi; Chen, Lang

2016-07-01

Although the left hemisphere is believed to handle major language functions, the role of the right hemisphere in language comprehension remains controversial. Recently researchers have investigated hemispheric language processing with figurative language materials (e.g., metaphors, jokes, and idioms). The current study capitalizes on the pervasiveness and distinct features of Chinese idioms to examine the brain mechanism of figurative language processing. Native Chinese speakers performed a non-semantic task while reading opaque idioms, transparent idioms, and non-idiomatic literal phrases. Whole-brain analyses indicated strong activations for all three conditions in an overlapping brain network that includes the bilateral inferior/middle frontal gyrus and the temporo-parietal and occipital-temporal regions. The two idiom conditions elicited additional activations in the right superior parietal lobule and right precuneus. Item-based modulation analyses further demonstrated that activation amplitudes in the right angular gyrus, right superior parietal lobule and right precuneus, as well as left inferior temporo-occipital cortex, are negatively correlated with the semantic transparency of the idioms. These results suggest that both hemispheres are involved in idiom processing but they play different roles. Implications of the findings are discussed in light of theories of figurative language processing and hemispheric functions. Copyright © 2016 Elsevier Ltd. All rights reserved.

Cross-language differences in the brain network subserving intelligible speech.

PubMed

Ge, Jianqiao; Peng, Gang; Lyu, Bingjiang; Wang, Yi; Zhuo, Yan; Niu, Zhendong; Tan, Li Hai; Leff, Alexander P; Gao, Jia-Hong

2015-03-10

How is language processed in the brain by native speakers of different languages? Is there one brain system for all languages or are different languages subserved by different brain systems? The first view emphasizes commonality, whereas the second emphasizes specificity. We investigated the cortical dynamics involved in processing two very diverse languages: a tonal language (Chinese) and a nontonal language (English). We used functional MRI and dynamic causal modeling analysis to compute and compare brain network models exhaustively with all possible connections among nodes of language regions in temporal and frontal cortex and found that the information flow from the posterior to anterior portions of the temporal cortex was commonly shared by Chinese and English speakers during speech comprehension, whereas the inferior frontal gyrus received neural signals from the left posterior portion of the temporal cortex in English speakers and from the bilateral anterior portion of the temporal cortex in Chinese speakers. Our results revealed that, although speech processing is largely carried out in the common left hemisphere classical language areas (Broca's and Wernicke's areas) and anterior temporal cortex, speech comprehension across different language groups depends on how these brain regions interact with each other. Moreover, the right anterior temporal cortex, which is crucial for tone processing, is equally important as its left homolog, the left anterior temporal cortex, in modulating the cortical dynamics in tone language comprehension. The current study pinpoints the importance of the bilateral anterior temporal cortex in language comprehension that is downplayed or even ignored by popular contemporary models of speech comprehension.

Cross-language differences in the brain network subserving intelligible speech

PubMed Central

Ge, Jianqiao; Peng, Gang; Lyu, Bingjiang; Wang, Yi; Zhuo, Yan; Niu, Zhendong; Tan, Li Hai; Leff, Alexander P.; Gao, Jia-Hong

2015-01-01

How is language processed in the brain by native speakers of different languages? Is there one brain system for all languages or are different languages subserved by different brain systems? The first view emphasizes commonality, whereas the second emphasizes specificity. We investigated the cortical dynamics involved in processing two very diverse languages: a tonal language (Chinese) and a nontonal language (English). We used functional MRI and dynamic causal modeling analysis to compute and compare brain network models exhaustively with all possible connections among nodes of language regions in temporal and frontal cortex and found that the information flow from the posterior to anterior portions of the temporal cortex was commonly shared by Chinese and English speakers during speech comprehension, whereas the inferior frontal gyrus received neural signals from the left posterior portion of the temporal cortex in English speakers and from the bilateral anterior portion of the temporal cortex in Chinese speakers. Our results revealed that, although speech processing is largely carried out in the common left hemisphere classical language areas (Broca’s and Wernicke’s areas) and anterior temporal cortex, speech comprehension across different language groups depends on how these brain regions interact with each other. Moreover, the right anterior temporal cortex, which is crucial for tone processing, is equally important as its left homolog, the left anterior temporal cortex, in modulating the cortical dynamics in tone language comprehension. The current study pinpoints the importance of the bilateral anterior temporal cortex in language comprehension that is downplayed or even ignored by popular contemporary models of speech comprehension. PMID:25713366

Processing Modifier-Head Agreement in L1 and L2 Finnish: An Eye-Tracking Study

ERIC Educational Resources Information Center

Vainio, Seppo; Pajunen, Anneli; Hyönä, Jukka

2016-01-01

This study investigated the effect of first language (L1) on the reading of modifier-head case agreement in second language (L2) Finnish by native Russian and Chinese speakers. Russian is similar to Finnish in that both languages use case endings to mark grammatical roles, whereas such markings are absent in Chinese. The critical nouns were…

A Country in Focus: Empirical Studies on Foreign Language Learning and Teaching in China (2008-2011)--A Review of Selected Research

ERIC Educational Resources Information Center

Gao, Xuesong; Liao, Yanyi; Li, Yuxia

2014-01-01

In this review, we highlight 60 articles from 1,120 empirical studies in leading language learning and teaching journals published on the Chinese mainland during the years 2008-2011. In preparing the review, we have found Chinese researchers addressing a wide range of topics including language learners' cognitive processes, their language…

The Visual Magnocellular Pathway in Chinese-Speaking Children with Developmental Dyslexia

ERIC Educational Resources Information Center

Wang, Jiu-Ju; Bi, Hong-Yan; Gao, Li-Qun; Wydell, Taeko N.

2010-01-01

Previous research into the cognitive processes involved in reading Chinese and developmental dyslexia in Chinese, revealed that the single most important factor appears to be orthographic processing skills rather than phonological skills. Also some studies have indicated that even in alphabetic languages some dyslexic individuals reveal deficits…

Effects of language experience and expectations on attention to consonants and tones in English and Mandarin Chinese.

PubMed

Lin, Mengxi; Francis, Alexander L

2014-11-01

Both long-term native language experience and immediate linguistic expectations can affect listeners' use of acoustic information when making a phonetic decision. In this study, a Garner selective attention task was used to investigate differences in attention to consonants and tones by American English-speaking listeners (N = 20) and Mandarin Chinese-speaking listeners hearing speech in either American English (N = 17) or Mandarin Chinese (N = 20). To minimize the effects of lexical differences and differences in the linguistic status of pitch across the two languages, stimuli and response conditions were selected such that all tokens constitute legitimate words in both languages and all responses required listeners to make decisions that were linguistically meaningful in their native language. Results showed that regardless of ambient language, Chinese listeners processed consonant and tone in a combined manner, consistent with previous research. In contrast, English listeners treated tones and consonants as perceptually separable. Results are discussed in terms of the role of sub-phonemic differences in acoustic cues across language, and the linguistic status of consonants and pitch contours in the two languages.

Musicians and tone-language speakers share enhanced brainstem encoding but not perceptual benefits for musical pitch

PubMed Central

Bidelman, Gavin M.; Gandour, Jackson T.; Krishnan, Ananthanarayan

2011-01-01

Behavioral and neurophysiological transfer effects from music experience to language processing are well-established but it is currently unclear whether or not linguistic expertise (e.g., speaking a tone language) benefits music-related processing and its perception. Here, we compare brainstem responses of English-speaking musicians/non-musicians and native speakers of Mandarin Chinese elicited by tuned and detuned musical chords, to determine if enhancements in subcortical processing translate to improvements in the perceptual discrimination of musical pitch. Relative to non-musicians, both musicians and Chinese had stronger brainstem representation of the defining pitches of musical sequences. In contrast, two behavioral pitch discrimination tasks revealed that neither Chinese nor non-musicians were able to discriminate subtle changes in musical pitch with the same accuracy as musicians. Pooled across all listeners, brainstem magnitudes predicted behavioral pitch discrimination performance but considering each group individually, only musicians showed connections between neural and behavioral measures. No brain-behavior correlations were found for tone language speakers or non-musicians. These findings point to a dissociation between subcortical neurophysiological processing and behavioral measures of pitch perception in Chinese listeners. We infer that sensory-level enhancement of musical pitch information yields cognitive-level perceptual benefits only when that information is behaviorally relevant to the listener. PMID:21835531

Sentence Integration Processes: An ERP Study of Chinese Sentence Comprehension with Relative Clauses

ERIC Educational Resources Information Center

Yang, Chin Lung; Perfetti, Charles A.; Liu, Ying

2010-01-01

In an event-related potentials (ERPs) study, we examined the comprehension of different types of Chinese (Mandarin) relative clauses (object vs. subject-extracted) to test the universality and language specificity of sentence comprehension processes. Because Chinese lacks morphosyntactic cues to sentence constituent relations, it allows a test of…

The Brain Adapts to Orthography with Experience: Evidence from English and Chinese

ERIC Educational Resources Information Center

Cao, Fan; Brennan, Christine; Booth, James R.

2015-01-01

Using functional magnetic resonance imaging (fMRI), we examined the process of language specialization in the brain by comparing developmental changes in two contrastive orthographies: Chinese and English. In a visual word rhyming judgment task, we found a significant interaction between age and language in left inferior parietal lobule and left…

Perception of Tone and Aspiration Contrasts in Chinese Children with Dyslexia

ERIC Educational Resources Information Center

Cheung, Him; Chung, Kevin K. H.; Wong, Simpson W. L.; McBride-Chang, Catherine; Penney, Trevor B.; Ho, Connie S. H.

2009-01-01

Background: Previous research has shown a relationship between speech perception and dyslexia in alphabetic writing. In these studies speech perception was measured using phonemes, a prominent feature of alphabetic languages. Given the primary importance of lexical tone in Chinese language processing, we tested the extent to which lexical tone and…

Mapping the unconscious maintenance of a lost first language.

PubMed

Pierce, Lara J; Klein, Denise; Chen, Jen-Kai; Delcenserie, Audrey; Genesee, Fred

2014-12-02

Optimal periods during early development facilitate the formation of perceptual representations, laying the framework for future learning. A crucial question is whether such early representations are maintained in the brain over time without continued input. Using functional MRI, we show that internationally adopted (IA) children from China, exposed exclusively to French since adoption (mean age of adoption, 12.8 mo), maintained neural representations of their birth language despite functionally losing that language and having no conscious recollection of it. Their neural patterns during a Chinese lexical tone discrimination task matched those observed in Chinese/French bilinguals who have had continual exposure to Chinese since birth and differed from monolingual French speakers who had never been exposed to Chinese. They processed lexical tone as linguistically relevant, despite having no Chinese exposure for 12.6 y, on average, and no conscious recollection of that language. More specifically, IA participants recruited left superior temporal gyrus/planum temporale, matching the pattern observed in Chinese/French bilinguals. In contrast, French speakers who had never been exposed to Chinese did not recruit this region and instead activated right superior temporal gyrus. We show that neural representations are not overwritten and suggest a special status for language input obtained during the first year of development.

Auditory Perception and Word Recognition in Cantonese-Chinese Speaking Children with and without Specific Language Impairment

ERIC Educational Resources Information Center

Kidd, Joanna C.; Shum, Kathy K.; Wong, Anita M.-Y.; Ho, Connie S.-H.

2017-01-01

Auditory processing and spoken word recognition difficulties have been observed in Specific Language Impairment (SLI), raising the possibility that auditory perceptual deficits disrupt word recognition and, in turn, phonological processing and oral language. In this study, fifty-seven kindergarten children with SLI and fifty-three language-typical…

L1 and L2 Word Recognotion in Finnish. Examining L1 Effects on L2 Processing of Morphological Complexity and Morphophonological Transparency

ERIC Educational Resources Information Center

Vainio, Seppo; Anneli, Pajunen; Hyona, Jukka

2014-01-01

This study investigated the effect of the first language (L1) on the visual word recognition of inflected nouns in second language (L2) Finnish by native Russian and Chinese speakers. Case inflection is common in Russian and in Finnish but nonexistent in Chinese. Several models have been posited to describe L2 morphological processing. The unified…

Modeling the relationship between rapid automatized naming and literacy skills across languages varying in orthographic consistency.

PubMed

Georgiou, George K; Aro, Mikko; Liao, Chen-Huei; Parrila, Rauno

2016-03-01

The purpose of this study was twofold: (a) to contrast the prominent theoretical explanations of the rapid automatized naming (RAN)-reading relationship across languages varying in orthographic consistency (Chinese, English, and Finnish) and (b) to examine whether the same accounts can explain the RAN-spelling relationship. In total, 304 Grade 4 children (102 Chinese-speaking Taiwanese children, 117 English-speaking Canadian children, and 85 Finnish-speaking children) were assessed on measures of RAN, speed of processing, phonological processing, orthographic processing, reading fluency, and spelling. The results of path analysis indicated that RAN had a strong direct effect on reading fluency that was of the same size across languages and that only in English was a small proportion of its predictive variance mediated by orthographic processing. In contrast, RAN did not exert a significant direct effect on spelling, and a substantial proportion of its predictive variance was mediated by phonological processing (in Chinese and Finnish) and orthographic processing (in English). Given that RAN predicted reading fluency equally well across languages and that phonological/orthographic processing had very little to do with this relationship, we argue that the reason why RAN is related to reading fluency should be sought in domain-general factors such as serial processing and articulation. Copyright © 2015 Elsevier Inc. All rights reserved.

Cross-Linguistic Influence on Brain Activation during Second Language Processing: An fMRI Study

ERIC Educational Resources Information Center

Jeong, Hyeonjeong; Sugiura, Motoaki; Sassa, Yuko; Yokoyama, Satoru; Horie, Kaoru; Sato, Shigeru; Taira, Masato; Kawashima, Ryuta

2007-01-01

The goal of this study was to examine the effect of the linguistic distance between a first language (L1) and a second language (L2) on neural activity during second language relative to first language processing. We compared different L1-L2 pairs in which different linguistic features characterize linguistic distance. Chinese and Korean native…

Prosody-Syntax Integration in a Second Language: Contrasting Event-Related Potentials from German and Chinese Learners of English Using Linear Mixed Effect Models

ERIC Educational Resources Information Center

Nickels, Stefanie; Steinhauer, Karsten

2018-01-01

The role of prosodic information in sentence processing is not usually addressed in second language (L2) instruction, and neurocognitive studies on prosody-syntax interactions are rare. Here we compare event-related potentials (ERP) of Chinese and German learners of English L2 to those of native English speakers and show how first language (L1)…

Selective transfer of visual working memory training on Chinese character learning.

PubMed

Opitz, Bertram; Schneiders, Julia A; Krick, Christoph M; Mecklinger, Axel

2014-01-01

Previous research has shown a systematic relationship between phonological working memory capacity and second language proficiency for alphabetic languages. However, little is known about the impact of working memory processes on second language learning in a non-alphabetic language such as Mandarin Chinese. Due to the greater complexity of the Chinese writing system we expect that visual working memory rather than phonological working memory exerts a unique influence on learning Chinese characters. This issue was explored in the present experiment by comparing visual working memory training with an active (auditory working memory training) control condition and a passive, no training control condition. Training induced modulations in language-related brain networks were additionally examined using functional magnetic resonance imaging in a pretest-training-posttest design. As revealed by pre- to posttest comparisons and analyses of individual differences in working memory training gains, visual working memory training led to positive transfer effects on visual Chinese vocabulary learning compared to both control conditions. In addition, we found sustained activation after visual working memory training in the (predominantly visual) left infero-temporal cortex that was associated with behavioral transfer. In the control conditions, activation either increased (active control condition) or decreased (passive control condition) without reliable behavioral transfer effects. This suggests that visual working memory training leads to more efficient processing and more refined responses in brain regions involved in visual processing. Furthermore, visual working memory training boosted additional activation in the precuneus, presumably reflecting mental image generation of the learned characters. We, therefore, suggest that the conjoint activity of the mid-fusiform gyrus and the precuneus after visual working memory training reflects an interaction of working memory and imagery processes with complex visual stimuli that fosters the coherent synthesis of a percept from a complex visual input in service of enhanced Chinese character learning. © 2013 Published by Elsevier Ltd.

Geonames Processing System Functional Design Specification. Volume 5. Performance Specifications.

DTIC Science & Technology

1985-03-01

Chinese, Japanese , and Thai are the important ideographies to consider for electronic names processing. Chinese and Japanese character sets are...was no written Japanese language. Chinese characters are called Kanji by the Japanese . There are approximately 55(X) Chinese characters of common...Kanji was taken from A.V. Hershey, "Calligraphy for Computers," U.S. Naval Weapons Laboratory, Dahlgren, VA, August 1967. AD (-2398. C-1 Japanese

Taiwan's Chinese Language Development and the Creation of Language Teaching Analysis

ERIC Educational Resources Information Center

Tsai, Cheng-Hui; Wang, Chuan Po

2015-01-01

Chinese Teaching in Taiwan in recent years in response to the international trend of development, making at all levels of Chinese language teaching in full swing, for the recent boom in Chinese language teaching, many overseas Chinese language learning for children also had a passion while actively learning Chinese language, and even many overseas…

Auditing Chinese Higher Education? The Perspectives of Returnee Scholars in an Elite University

ERIC Educational Resources Information Center

Yi, Lin

2011-01-01

Drawing upon fieldwork conducted in an elite Chinese university and English language literature of audit culture in higher education against the backdrop of Chinese higher education in transition, this paper has discovered that Chinese higher education is undergoing an auditing process. However, this Chinese audit regime is not only guarded by a…

The Role of Language in Religious Identity Making: A Case of a Caribbean-Chinese Youth

ERIC Educational Resources Information Center

Skerrett, Allison

2017-01-01

This article explores the processes of religious identity development in a Caribbean-Chinese adolescent who is from a multifaith, multilingual home. Findings include (1) the youth developed a Christian religious identity through his multiple situatedness within home and school worlds that privileged that faith and the dominant language of English…

Luce Pathways Project: A Pilot Project for Heritage Language Speakers of Mandarin Chinese, Spanish, and Japanese

ERIC Educational Resources Information Center

Nagano, Tomonori; Fernandez, Hector

2016-01-01

This article describes the development process of a project for heritage language speakers of Mandarin Chinese, Spanish, and Japanese at a high-enrollment community college in the northeast United States. This pilot project, funded by the Henry Luce Foundation, aimed to empower minority group students through active reinforcement of students'…

A cross-language study of perception of lexical stress in English.

PubMed

Yu, Vickie Y; Andruski, Jean E

2010-08-01

This study investigates the question of whether language background affects the perception of lexical stress in English. Thirty native English speakers and 30 native Chinese learners of English participated in a stressed-syllable identification task and a discrimination task involving three types of stimuli (real words/pseudowords/hums). The results show that both language groups were able to identify and discriminate stress patterns. Lexical and segmental information affected the English and Chinese speakers in varying degrees. English and Chinese speakers showed different response patterns to trochaic vs. iambic stress across the three types of stimuli. An acoustic analysis revealed that two language groups used different acoustic cues to process lexical stress. The findings suggest that the different degrees of lexical and segmental effects can be explained by language background, which in turn supports the hypothesis that language background affects the perception of lexical stress in English.

The Effect of Word-Unit Spacing upon the Reading Strategies of Non-Native Readers of Chinese: An Eye-Tracking Study.

DTIC Science & Technology

1986-01-01

theories have begun to emerge that may prove useful in understanding the processes involved in learning Chinese as a foreign language ...way texts do in English . To assess the manipulation of this variable in terms of foreign language reading behavior and development, this experiment...KI CHAPTER I THE PROBLEM Introduction One of the more noteworthy undertakings in foreign language research has been an attempt to understand

How the conceptions of Chinese rhetorical expressions are derived from the corresponding generic sentences

NASA Astrophysics Data System (ADS)

Zhao, Wenhui

2018-04-01

Generic sentences are simple and intuitive recognition and objective description to the external world in terms of "class". In the long evolutionary process of human being's language, the concepts represented by generic sentences has been internalized to be the defaulted knowledge in people's minds. In Chinese, some rhetorical expressions supported by corresponding generic sentences can be accepted by people. The derivation of these rhetorical expressions from the corresponding generic sentences is an important way for language to evolution, which reflects human's creative cognitive competence. From the perspective of conceptual blend theory and the theory of categorization of the cognitive linguistics, the goal of this paper is to analysis the process of the derivation of the rhetorical expressions from the corresponding generic sentences, which can facilitate the Chinese metaphorical information processing and the corpus construction of Chinese emotion metaphors.

How does language change as a lexical network? An investigation based on written Chinese word co-occurrence networks

PubMed Central

Chen, Heng; Chen, Xinying

2018-01-01

Language is a complex adaptive system, but how does it change? For investigating this process, four diachronic Chinese word co-occurrence networks have been built based on texts that were written during the last 2,000 years. By comparing the network indicators that are associated with the hierarchical features in language networks, we learn that the hierarchy of Chinese lexical networks has indeed evolved over time at three different levels. The connections of words at the micro level are continually weakening; the number of words in the meso-level communities has increased significantly; and the network is expanding at the macro level. This means that more and more words tend to be connected to medium-central words and form different communities. Meanwhile, fewer high-central words link these communities into a highly efficient small-world network. Understanding this process may be crucial for understanding the increasing structural complexity of the language system. PMID:29489837

How does language change as a lexical network? An investigation based on written Chinese word co-occurrence networks.

PubMed

Chen, Heng; Chen, Xinying; Liu, Haitao

2018-01-01

Language is a complex adaptive system, but how does it change? For investigating this process, four diachronic Chinese word co-occurrence networks have been built based on texts that were written during the last 2,000 years. By comparing the network indicators that are associated with the hierarchical features in language networks, we learn that the hierarchy of Chinese lexical networks has indeed evolved over time at three different levels. The connections of words at the micro level are continually weakening; the number of words in the meso-level communities has increased significantly; and the network is expanding at the macro level. This means that more and more words tend to be connected to medium-central words and form different communities. Meanwhile, fewer high-central words link these communities into a highly efficient small-world network. Understanding this process may be crucial for understanding the increasing structural complexity of the language system.

Processing of Tense Morphology and Filler-Gap Dependencies by Chinese Second Language Speakers of English

ERIC Educational Resources Information Center

Dong, Zhiyin Renee

2014-01-01

There is an ongoing debate in the field of Second Language Acquisition concerning whether a fundamental difference exists between the native language (L1) and adult second language (L2) online processing of syntax and morpho-syntax. The Shallow Structure Hypothesis (SSH) (Clahsen and Felser, 2006a, b) states that L2 online parsing is qualitatively…

Neural strategies for reading Japanese and Chinese sentences: a cross-linguistic fMRI study of character-decoding and morphosyntax.

PubMed

Huang, Koongliang; Itoh, Kosuke; Kwee, Ingrid L; Nakada, Tsutomu

2012-09-01

Japanese and Chinese share virtually identical morphographic characters invented in ancient China. Whereas modern Chinese retained the original morphographic functionality of these characters (hanzi), modern Japanese utilizes these characters (kanji) as complex syllabograms. This divergence provides a unique opportunity to systematically investigate brain strategies for sentence reading in Japanese-Chinese bi-literates. Accordingly, we investigated brain activation associated with Japanese and Chinese reading in 14 native Japanese speakers literate in Mandarin and 14 native Mandarin speakers literate in Japanese using functional magnetic resonance imaging performed on a 3T system. The activation pattern exhibited clearly distinct features specific for each language. Regardless of the subject's native language literacy, Chinese reading activated an area significantly larger than Japanese reading, suggesting that brain processes involved in Chinese reading were much more complex than Japanese reading. Significant recruitment of corresponding cortical areas in the right hemisphere with Chinese reading was also apparent. The activation patterns associated with Japanese reading by native Japanese literates was highly consistent with previous reports, and included the left inferior frontal gyrus (IFG), left posterior temporal lobe (PTL), and left ventral premotor cortex (PMv). The activation pattern associated with Chinese reading by native Chinese literates was also highly consistent with previous reports, namely the left IFG, left PTL, left PMv, left anterior temporal lobe (ATL), and bilateral parieto occipital lobes (LPOL). The activation pattern associated with Chinese reading by native Japanese literates was virtually identical to that by native Chinese literates, whereas the activation pattern associated with Japanese reading by native Chinese literates was signified by additional activation of LPOL compared to that by native Japanese literate. The study indicated that IFG and PTL are universal language areas, while PMv is the area for decoding complex syllabograms. LPOL is the "Chinese language area," while ATL is essential for languages with analytic morphosyntax. Copyright © 2012 Elsevier Ltd. All rights reserved.

Auditory detection of non-speech and speech stimuli in noise: Effects of listeners' native language background.

PubMed

Liu, Chang; Jin, Su-Hyun

2015-11-01

This study investigated whether native listeners processed speech differently from non-native listeners in a speech detection task. Detection thresholds of Mandarin Chinese and Korean vowels and non-speech sounds in noise, frequency selectivity, and the nativeness of Mandarin Chinese and Korean vowels were measured for Mandarin Chinese- and Korean-native listeners. The two groups of listeners exhibited similar non-speech sound detection and frequency selectivity; however, the Korean listeners had better detection thresholds of Korean vowels than Chinese listeners, while the Chinese listeners performed no better at Chinese vowel detection than the Korean listeners. Moreover, thresholds predicted from an auditory model highly correlated with behavioral thresholds of the two groups of listeners, suggesting that detection of speech sounds not only depended on listeners' frequency selectivity, but also might be affected by their native language experience. Listeners evaluated their native vowels with higher nativeness scores than non-native listeners. Native listeners may have advantages over non-native listeners when processing speech sounds in noise, even without the required phonetic processing; however, such native speech advantages might be offset by Chinese listeners' lower sensitivity to vowel sounds, a characteristic possibly resulting from their sparse vowel system and their greater cognitive and attentional demands for vowel processing.

The Chinese Input Challenges for Chinese as Second Language Learners in Computer-Mediated Writing: An Exploratory Study

ERIC Educational Resources Information Center

Wong, Lung-Hsiang; Chai, Ching-Sing; Gao, Ping

2011-01-01

This paper reports an exploratory study on Singapore secondary and primary school students' perceptions and behaviors on using a variety of Chinese input methods for Chinese composition writing. Significant behavioral patterns were uncovered and mapped into a cognitive process, which are potentially critical to the training of students in…

Lexical and sublexical semantic preview benefits in Chinese reading.

PubMed

Yan, Ming; Zhou, Wei; Shu, Hua; Kliegl, Reinhold

2012-07-01

Semantic processing from parafoveal words is an elusive phenomenon in alphabetic languages, but it has been demonstrated only for a restricted set of noncompound Chinese characters. Using the gaze-contingent boundary paradigm, this experiment examined whether parafoveal lexical and sublexical semantic information was extracted from compound preview characters. Results generalized parafoveal semantic processing to this representative set of Chinese characters and extended the parafoveal processing to radical (sublexical) level semantic information extraction. Implications for notions of parafoveal information extraction during Chinese reading are discussed. 2012 APA, all rights reserved

Processing Interrogative Sentence Mood at the Semantic-Syntactic Interface: An Electrophysiological Research in Chinese, German, and Polish

PubMed Central

Kao, Chung-Shan; Dietrich, Rainer; Sommer, Werner

2010-01-01

Background Languages differ in the marking of the sentence mood of a polar interrogative (yes/no question). For instance, the interrogative mood is marked at the beginning of the surface structure in Polish, whereas the marker appears at the end in Chinese. In order to generate the corresponding sentence frame, the syntactic specification of the interrogative mood is early in Polish and late in Chinese. In this respect, German belongs to an interesting intermediate class. The yes/no question is expressed by a shift of the finite verb from its final position in the underlying structure into the utterance initial position, a move affecting, hence, both the sentence's final and the sentence's initial constituents. The present study aimed to investigate whether during generation of the semantic structure of a polar interrogative, i.e., the processing preceding the grammatical formulation, the interrogative mood is encoded according to its position in the syntactic structure at distinctive time points in Chinese, German, and Polish. Methodology/Principal Findings In a two-choice go/nogo experimental design, native speakers of the three languages responded to pictures by pressing buttons and producing utterances in their native language while their brain potentials were recorded. The emergence and latency of lateralized readiness potentials (LRP) in nogo conditions, in which speakers asked a yes/no question, should indicate the time point of processing the interrogative mood. The results revealed that Chinese, German, and Polish native speakers did not differ from each other in the electrophysiological indicator. Conclusions/Significance The findings suggest that the semantic encoding of the interrogative mood is temporally consistent across languages despite its disparate syntactic specification. The consistent encoding may be ascribed to economic processing of interrogative moods at various sentential positions of the syntactic structures in languages or, more generally, to the overarching status of sentence mood in the semantic structure. PMID:20927373

Home Literacy Environment and Its Influence on Singaporean Children's Chinese Oral and Written Language Abilities

ERIC Educational Resources Information Center

Li, Li; Tan, Chee Lay

2016-01-01

In a bilingual environment such as Singaporean Chinese community, the challenge of maintaining Chinese language and sustaining Chinese culture lies in promoting the daily use of Chinese language in oral and written forms among children. Ample evidence showed the effect of the home language and literacy environment (HLE), on children's language and…

The Writing of Chinese Characters by CFL Learners: Can Writing on Facebook and Using Machine Translation Help?

ERIC Educational Resources Information Center

Zhang, Qi; Lu, Zhouxiang

2014-01-01

The current study investigates the applications of the pinyin input system, a Chinese word processing method, for writing on Facebook in order to help CFL (Chinese as a foreign language) learners from two Irish universities to improve their handwriting in Chinese characters on paper. The data were collected from writing activities conducted over…

Is it culture or is it language? Examination of language effects in cross-cultural research on categorization.

PubMed

Ji, Li-Jun; Zhang, Zhiyong; Nisbett, Richard E

2004-07-01

Differences in reasoning styles between Chinese and European Americans held even when controlling for the language of testing. Bilingual Chinese organized objects in a more relational and less categorical way than European Americans, whether tested in English or in Chinese. Thus, culture affects categorization independent of the testing language. Nevertheless, language affected some Chinese bilinguals' categorization. The responses of Chinese from the Mainland and Taiwan were more relational when tested in Chinese than when tested in English. Responses of Chinese from Hong Kong and Singapore were equally relational when tested in Chinese and in English. Age and context of learning English are discussed to explain the differential language effects among different Chinese groups. Theoretical and methodological implications are discussed. Copyright 2004 American Psychological Association

Extracting important information from Chinese Operation Notes with natural language processing methods.

PubMed

Wang, Hui; Zhang, Weide; Zeng, Qiang; Li, Zuofeng; Feng, Kaiyan; Liu, Lei

2014-04-01

Extracting information from unstructured clinical narratives is valuable for many clinical applications. Although natural Language Processing (NLP) methods have been profoundly studied in electronic medical records (EMR), few studies have explored NLP in extracting information from Chinese clinical narratives. In this study, we report the development and evaluation of extracting tumor-related information from operation notes of hepatic carcinomas which were written in Chinese. Using 86 operation notes manually annotated by physicians as the training set, we explored both rule-based and supervised machine-learning approaches. Evaluating on unseen 29 operation notes, our best approach yielded 69.6% in precision, 58.3% in recall and 63.5% F-score. Copyright © 2014 Elsevier Inc. All rights reserved.

Chinese Sentence Classification Based on Convolutional Neural Network

NASA Astrophysics Data System (ADS)

Gu, Chengwei; Wu, Ming; Zhang, Chuang

2017-10-01

Sentence classification is one of the significant issues in Natural Language Processing (NLP). Feature extraction is often regarded as the key point for natural language processing. Traditional ways based on machine learning can not take high level features into consideration, such as Naive Bayesian Model. The neural network for sentence classification can make use of contextual information to achieve greater results in sentence classification tasks. In this paper, we focus on classifying Chinese sentences. And the most important is that we post a novel architecture of Convolutional Neural Network (CNN) to apply on Chinese sentence classification. In particular, most of the previous methods often use softmax classifier for prediction, we embed a linear support vector machine to substitute softmax in the deep neural network model, minimizing a margin-based loss to get a better result. And we use tanh as an activation function, instead of ReLU. The CNN model improve the result of Chinese sentence classification tasks. Experimental results on the Chinese news title database validate the effectiveness of our model.

Teaching Culture in a North American Context: The Chinese New Year.

ERIC Educational Resources Information Center

Luo, Cheng

1994-01-01

Addresses the need for a more balanced approach in teaching observable culture (music, letters, and arts) and nonobservable culture (belief, behavior, and values) associated with the second language learning process by looking at the celebration of the Chinese New Year. Topics discussed include the Chinese Zodiac, household preparations and social…

Reading Does Not Depend on Writing, Even in Chinese

ERIC Educational Resources Information Center

Bi, Yanchao; Han, Zaizhu; Zhang, Yumei

2009-01-01

A recent hypothesis proposes that reading depends on writing in a logographic language--Chinese. We present a Chinese individual (HLD) with brain damage whose profile challenges this hypothesis. HLD was severely impaired in the whole process of writing. He could not access orthographic knowledge, had poor orthographic awareness, and was poor at…

Brain Bases of Morphological Processing in Chinese-English Bilingual Children

ERIC Educational Resources Information Center

Ip, Ka I; Hsu, Lucy Shih-Ju; Arredondo, Maria M.; Tardif, Twila; Kovelman, Ioulia

2017-01-01

Can bilingual exposure impact children's neural circuitry for learning to read? To answer this question, we investigated the brain bases of morphological awareness, one of the key spoken language abilities for learning to read in English and Chinese. Bilingual Chinese-English and monolingual English children (N = 22, ages 7-12) completed…

Developmental Dyslexia in Chinese and English Populations: Dissociating the Effect of Dyslexia from Language Differences

ERIC Educational Resources Information Center

Hu, Wei; Lee, Hwee Ling; Zhang, Qiang; Liu, Tao; Geng, Li Bo; Seghier, Mohamed L.; Shakeshaft, Clare; Twomey, Tae; Green, David W.; Yang, Yi Ming; Price, Cathy J.

2010-01-01

Previous neuroimaging studies have suggested that developmental dyslexia has a different neural basis in Chinese and English populations because of known differences in the processing demands of the Chinese and English writing systems. Here, using functional magnetic resonance imaging, we provide the first direct statistically based investigation…

The brain adapts to orthography with experience: Evidence from English and Chinese

PubMed Central

Cao, Fan; Brennan, Christine; Booth, James R.

2016-01-01

Using functional magnetic resonance imaging (fMRI), we examined the process of language specialization in the brain by comparing developmental changes in two contrastive orthographies: Chinese and English. In a visual word rhyming judgment task, we found a significant interaction between age and language in left inferior parietal lobule and left superior temporal gyrus, which was due to greater developmental increases in English than in Chinese. Moreover, we found that higher skill only in English children was correlated with greater activation in left inferior parietal lobule. These findings suggest that the regions associated with phonological processing are essential in English reading development. We also found greater developmental increases in English than in Chinese in left inferior temporal gyrus, suggesting refinement of this region for fine-grained word form recognition. In contrast, greater developmental increases in Chinese than in English were found in right middle occipital gyrus, suggesting the importance of holistic visual-orthographic analysis in Chinese reading acquisition. Our results suggest that the brain adapts to the special features of the orthography by engaging relevant brain regions to a greater degree over development. PMID:25444089

"Sorry, but They Don't Want Chinese Americans to Participate": A Case Study of Tracking in an Ivy League Chinese Language Programme

ERIC Educational Resources Information Center

Tian, Ye

2017-01-01

This study examines a Chinese language programme in an Ivy League institution through the lens of Tracking to re-conceptualise the achievement gap between Chinese heritage language learners (CHLLs) and non-heritage language learners. Like most prestigious universities in the U.S., Chinese language learners in this case study are put on one of two…

An Event-Related Potential (ERP) Investigation of Filler-Gap Processing in Native and Second Language Speakers

ERIC Educational Resources Information Center

Dallas, Andrea; DeDe, Gayle; Nicol, Janet

2013-01-01

The current study employed a neuro-imaging technique, Event-Related Potentials (ERP), to investigate real-time processing of sentences containing filler-gap dependencies by late-learning speakers of English as a second language (L2) with a Chinese native language background. An individual differences approach was also taken to examine the role of…

Language Activation and Lexical Processing by Polish Learners of English and Chinese--The Role of Learning Experience in TLA

ERIC Educational Resources Information Center

Kujalowicz, Agnieszka; Zajdler, Ewa

2009-01-01

Many offline studies on third language acquisition suggest strong connections between speakers' L3 and L2 rather than between their L3 and L1, especially if the foreign languages are typologically related (Cenoz, Hufeisen, & Jessner, 2001; Singleton, 2001). However, a recent online study investigating trilingual processing did not provide evidence…

Music reading expertise modulates hemispheric lateralization in English word processing but not in Chinese character processing.

PubMed

Li, Sara Tze Kwan; Hsiao, Janet Hui-Wen

2018-07-01

Music notation and English word reading both involve mapping horizontally arranged visual components to components in sound, in contrast to reading in logographic languages such as Chinese. Accordingly, music-reading expertise may influence English word processing more than Chinese character processing. Here we showed that musicians named English words significantly faster than non-musicians when words were presented in the left visual field/right hemisphere (RH) or the center position, suggesting an advantage of RH processing due to music reading experience. This effect was not observed in Chinese character naming. A follow-up ERP study showed that in a sequential matching task, musicians had reduced RH N170 responses to English non-words under the processing of musical segments as compared with non-musicians, suggesting a shared visual processing mechanism in the RH between music notation and English non-word reading. This shared mechanism may be related to the letter-by-letter, serial visual processing that characterizes RH English word recognition (e.g., Lavidor & Ellis, 2001), which may consequently facilitate English word processing in the RH in musicians. Thus, music reading experience may have differential influences on the processing of different languages, depending on their similarities in the cognitive processes involved. Copyright © 2018 Elsevier B.V. All rights reserved.

A Virtual Space for Children to Meet and Practice Chinese

ERIC Educational Resources Information Center

Si, Mei

2015-01-01

Second language acquisition after the students have learned their first language is a unique process. One major difference between learning a foreign language and one's mother tongue is that second language learning is often facilitated with digital media, and in particular, through interacting with computers. This project is aimed at leveraging…

Neural substrates of phonological selection for Japanese character Kanji based on fMRI investigations.

PubMed

Matsuo, Kayako; Chen, Shen-Hsing Annabel; Hue, Chih-Wei; Wu, Chiao-Yi; Bagarinao, Epifanio; Tseng, Wen-Yih Isaac; Nakai, Toshiharu

2010-04-15

Japanese and Chinese both share the same ideographic/logographic character system. How these characters are processed, however, is inherently different for each language. We harnessed the unique property of homophone judgment in Japanese kanji to provide an analogous Chinese condition using event-related functional magnetic resonance imaging (fMRI) in 33 native Japanese speakers. We compared two types of kanji: (1) kanji that usually evokes only one pronunciation to Japanese speakers, which is representative of most Chinese characters (monophonic character); (2) kanji that evoked multiple pronunciation candidates, which is typical in Japanese kanji (heterophonic character). Results showed that character pairs with multiple sound possibilities increased activation in posterior regions of the left, middle and inferior frontal gyri (MFG and IFG), the bilateral anterior insulae, and the left anterior cingulate cortex as compared with those of kanji with only one sound. The activity seen in the MFG, dorsal IFG, and ventral IFG in the left posterior lateral prefrontal cortex, which was thought to correspond with language components of orthography, phonology, and semantics, respectively, was discussed in regards to their potentially important roles in information selection among competing sources of the components. A comparison with previous studies suggested that detailed analyses of activation in these language areas could explain differences between Japanese and Chinese, such as a greater involvement of the prefrontal language production regions for Japanese, whereas, for Chinese there is more phonological processing of inputs in the superior temporal gyrus. Copyright 2009 Elsevier Inc. All rights reserved.

Schizophrenia, culture and neuropsychology: sensory deficits, language impairments and social functioning in Chinese-speaking schizophrenia patients.

PubMed

Yang, L; Chen, S; Chen, C-M; Khan, F; Forchelli, G; Javitt, D C

2012-07-01

While 20% of schizophrenia patients worldwide speak tonal languages (e.g. Mandarin), studies are limited to Western-language patients. Western-language patients show tonal deficits that are related to impaired emotional processing of speech. However, language processing is minimally affected. In contrast, in Mandarin, syllables are voiced in one of four tones, with word meaning varying accordingly. We hypothesized that Mandarin-speaking schizophrenia patients would show impairments in underlying basic auditory processing that, unlike in Western groups, would relate to deficits in word recognition and social outcomes. Altogether, 22 Mandarin-speaking schizophrenia patients and 44 matched healthy participants were recruited from New York City. The auditory tasks were: (1) tone matching; (2) distorted tunes; (3) Chinese word discrimination; (4) Chinese word identification. Social outcomes were measured by marital status, employment and most recent employment status. Patients showed deficits in tone-matching, distorted tunes, word discrimination and word identification versus controls (all p<0.0001). Impairments in tone-matching across groups correlated with both word identification (p<0.0001) and discrimination (p<0.0001). On social outcomes, tonally impaired patients had 'lower-status' jobs overall when compared with tonally intact patients (p<0.005) and controls (p<0.0001). Our study is the first to investigate an interaction between neuropsychology and language among Mandarin-speaking schizophrenia patients. As predicted, patients were highly impaired in both tone and auditory word processing, with these two measures significantly correlated. Tonally impaired patients showed significantly worse employment-status function than tonally intact patients, suggesting a link between sensory impairment and employment status outcome. While neuropsychological deficits appear similar cross-culturally, their consequences may be language- and culture-dependent.

The Learning of Chinese Idioms through Multimedia Storytelling Prototype

ERIC Educational Resources Information Center

Li, Ee Hui; Hew, Soon Hin; Choo, Siew Hwa

2016-01-01

In recent years, the growth of China has successfully boosted the Chinese language to be studied by people from different language-speaking societies. The Chinese language has become the most preferred second or third language among non-Chinese native novices due to the great development of China and global economic change. The Chinese idiom is…

Language experience enhances early cortical pitch-dependent responses

PubMed Central

Krishnan, Ananthanarayan; Gandour, Jackson T.; Ananthakrishnan, Saradha; Vijayaraghavan, Venkatakrishnan

2014-01-01

Pitch processing at cortical and subcortical stages of processing is shaped by language experience. We recently demonstrated that specific components of the cortical pitch response (CPR) index the more rapidly-changing portions of the high rising Tone 2 of Mandarin Chinese, in addition to marking pitch onset and sound offset. In this study, we examine how language experience (Mandarin vs. English) shapes the processing of different temporal attributes of pitch reflected in the CPR components using stimuli representative of within-category variants of Tone 2. Results showed that the magnitude of CPR components (Na-Pb and Pb-Nb) and the correlation between these two components and pitch acceleration were stronger for the Chinese listeners compared to English listeners for stimuli that fell within the range of Tone 2 citation forms. Discriminant function analysis revealed that the Na-Pb component was more than twice as important as Pb-Nb in grouping listeners by language affiliation. In addition, a stronger stimulus-dependent, rightward asymmetry was observed for the Chinese group at the temporal, but not frontal, electrode sites. This finding may reflect selective recruitment of experience-dependent, pitch-specific mechanisms in right auditory cortex to extract more complex, time-varying pitch patterns. Taken together, these findings suggest that long-term language experience shapes early sensory level processing of pitch in the auditory cortex, and that the sensitivity of the CPR may vary depending on the relative linguistic importance of specific temporal attributes of dynamic pitch. PMID:25506127

Optical mapping of brain activation during the English to Chinese and Chinese to English sight translation

PubMed Central

He, Yan; Wang, Meng-Yun; Li, Defeng; Yuan, Zhen

2017-01-01

Translating from Chinese into another language or vice versa is becoming a widespread phenomenon. However, current neuroimaging studies are insufficient to reveal the neural mechanism underlying translation asymmetry during Chinese/English sight translation. In this study, functional near infrared spectroscopy (fNIRS) was used to extract the brain activation patterns associated with Chinese/English sight translation. Eleven unbalanced Chinese (L1)/English (L2) bilinguals participated in this study based on an intra-group experimental design, in which two translation and two reading aloud tasks were administered: forward translation (from L1 to L2), backward translation (from L2 to L1), L1 reading, and L2 reading. As predicted, our findings revealed that forward translation elicited more pronounced brain activation in Broca’s area, suggesting that neural correlates of translation vary according to the direction of translation. Additionally, significant brain activation in the left PFC was involved in backward translation, indicating the importance of this brain region during the translation process. The identical activation patterns could not be discovered in forward translation, indicating the cognitive processing of reading logographic languages (i.e. Chinese) might recruit incongruent brain regions. PMID:29296476

Language-specific memory for everyday arithmetic facts in Chinese-English bilinguals.

PubMed

Chen, Yalin; Yanke, Jill; Campbell, Jamie I D

2016-04-01

The role of language in memory for arithmetic facts remains controversial. Here, we examined transfer of memory training for evidence that bilinguals may acquire language-specific memory stores for everyday arithmetic facts. Chinese-English bilingual adults (n = 32) were trained on different subsets of simple addition and multiplication problems. Each operation was trained in one language or the other. The subsequent test phase included all problems with addition and multiplication alternating across trials in two blocks, one in each language. Averaging over training language, the response time (RT) gains for trained problems relative to untrained problems were greater in the trained language than in the untrained language. Subsequent analysis showed that English training produced larger RT gains for trained problems relative to untrained problems in English at test relative to the untrained Chinese language. In contrast, there was no evidence with Chinese training that problem-specific RT gains differed between Chinese and the untrained English language. We propose that training in Chinese promoted a translation strategy for English arithmetic (particularly multiplication) that produced strong cross-language generalization of practice, whereas training in English strengthened relatively weak, English-language arithmetic memories and produced little generalization to Chinese (i.e., English training did not induce an English translation strategy for Chinese language trials). The results support the existence of language-specific strengthening of memory for everyday arithmetic facts.

Cross-Linguistic Variations in L2 Morphological Awareness.

ERIC Educational Resources Information Center

Koda, Keiko

2000-01-01

Investigated effects of first language processing on second language morphological awareness. Preliminary cross-linguistic comparisons indicated that morphological awareness in two typologically distinct languages, Chinese and English, differs in several major ways. Tested hypotheses from the study with two groups of English-as-a-Second-Language…

First-Language Longitudinal Predictors of Second-Language Literacy in Young L2 Learners

ERIC Educational Resources Information Center

Shum, Kathy Kar-man; Ho, Connie Suk-Han; Siegel, Linda S.; Au, Terry Kit-fong

2016-01-01

Can young students' early reading abilities in their first language (L1) predict later literacy development in a second language (L2)? The cross-language relationships between Chinese (L1) and English (L2) among 87 Hong Kong students were explored in a longitudinal study. Chinese word-reading fluency, Chinese rapid digit naming, and Chinese rhyme…

An Instrument for Investigating Chinese Language Learning Environments in Singapore Secondary Schools

ERIC Educational Resources Information Center

Chua, Siew Lian; Wong, Angela F. L.; Chen, Der-Thanq

2009-01-01

This paper describes how a new classroom environment instrument, the "Chinese Language Classroom Environment Inventory (CLCEI)", was developed to investigate the nature of Chinese language classroom learning environments in Singapore secondary schools. The CLCEI is a bilingual instrument (English and Chinese Language) with 48 items…

Beyond Phonological and Morphological Processing: Pure Copying as a Marker of Dyslexia in Chinese but Not Poor Reading of English

ERIC Educational Resources Information Center

Kalindi, Sylvia Chanda; McBride, Catherine; Tong, Xiuhong; Wong, Natalie Lok Lee; Chung, Kien Hoa Kevin; Lee, Chia-Ying

2015-01-01

To examine cognitive correlates of dyslexia in Chinese and reading difficulties in English as a foreign language, a total of 14 Chinese dyslexic children (DG), 16 poor readers of English (PE), and 17 poor readers of both Chinese and English (PB) were compared to a control sample (C) of 17 children, drawn from a statistically representative sample…

The Stroop Effect in Kana and Kanji Scripts in Native Japanese Speakers: An fMRI Study

ERIC Educational Resources Information Center

Coderre, Emily L.; Filippi, Christopher G.; Newhouse, Paul A.; Dumas, Julie A.

2008-01-01

Prior research has shown that the two writing systems of the Japanese orthography are processed differently: kana (syllabic symbols) are processed like other phonetic languages such as English, while kanji (a logographic writing system) are processed like other logographic languages such as Chinese. Previous work done with the Stroop task in…

Subject Relative Clauses Are Not Universally Easier to Process: Evidence from Basque

ERIC Educational Resources Information Center

Carreiras, Manuel; Dunabeitia, Jon Andoni; Vergara, Marta; de la Cruz-Pavia, Irene; Laka, Itziar

2010-01-01

Studies from many languages consistently report that subject relative clauses (SR) are easier to process than object relatives (OR). However, Hsiao and Gibson (2003) report an OR preference for Chinese, a finding that has been contested. Here we report faster OR versus SR processing in Basque, an ergative, head-final language with pre-nominal…

Ethnic Contestation and Language Policy in a Plural Society: The Chinese Language Movement in Malaysia, 1952-1967

ERIC Educational Resources Information Center

Yao Sua, Tan; Hooi See, Teoh

2014-01-01

The Chinese language movement was launched by the Chinese educationists to demand the recognition of Chinese as an official language to legitimise the status of Chinese education in the national education system in Malaysia. It began in 1952 as a response to the British attempt to establish national primary schools teaching in English and Malay to…

Language and Literacy Development in Bilingual Settings. Challenges in Language and Literacy Series

ERIC Educational Resources Information Center

Durgunoglu, Aydin Yucesan, Ed.; Goldenberg, Claude, Ed.

2010-01-01

Grounded in state-of-the-art research, this book explores how English language learners develop both the oral language and literacy skills necessary for school success. Chapters examine the cognitive bases of English acquisition, and how the process is different for children from alphabetic (such as Spanish) and nonalphabetic (such as Chinese)…

"CLASS Professional Standards" for K-12 Chinese Language Teachers

ERIC Educational Resources Information Center

Lee, Lucy C.; Lin, Yu-Lan; Su, Chih-Wen

2007-01-01

"CLASS Professional Standards" is a resource for Chinese teachers, foreign language specialists, school administrators, parents, and policy makers who recognize the importance of Chinese cultures taught by professional teachers of Chinese. The release of the book also marks the celebration of the Chinese Language Association of…

The Teaching of Chinese as a Second or Foreign Language: a Systematic Review of the Literature 2005-2015

ERIC Educational Resources Information Center

Ma, Xiuli; Gong, Yang; Gao, Xuesong; Xiang, Yiqing

2017-01-01

This paper reports the results of a review of research articles on the teaching of Chinese as a second or foreign language published in four leading mainland Chinese journals during the years 2005-2015. The review found that Chinese language researchers are exploring a wide array of issues including language policy and planning, language learning…

Effects of linguistic experience on early levels of perceptual tone processing

NASA Astrophysics Data System (ADS)

Huang, Tsan; Johnson, Keith

2005-04-01

This study investigated the phenomenon of language-specificity in Mandarin Chinese tone perception. The main question was whether linguistic experience affects the earliest levels of perceptual processing of tones. Chinese and American English listeners participated in four perception experiments, which involved short inter-stimulus intervals (300 ms or 100 ms) and an AX discrimination or AX degree-of-difference rating task. Three experiments used natural speech monosyllabic tone stimuli and one experiment used time-varying sinusoidal simulations of Mandarin tones. AE listeners showed psychoacoustic listening in all experiments, paying much attention to onset and offset pitch. Chinese listeners showed language-specific patterns in all experiments to various degrees, where tonal neutralization rules reduced perceptual distance between two otherwise contrastive tones for Chinese listeners. Since these experiments employed procedures hypothesized to tap the auditory trace mode (Pisoni, Percept. Psychophys. 13, 253-260 (1973)], language-specificity found in this study seems to support the proposal of an auditory cortical map [Guenther et al., J. Acoust. Soc. Am. 23, 213-221 (1999)]. But the model needs refining to account for different degrees of language-specificity, which are better handled by Johnsons (2004, TLS03:26-41) lexical distance model, although the latter model is too rigid in assuming that linguistic experience does not affect low-level perceptual tasks such as AX discrimination with short ISIs.

Looking Chinese and Learning Chinese as a Heritage Language: The Role of Habitus

ERIC Educational Resources Information Center

Mu, Guanglun Michael

2016-01-01

The identity-language link has been widely recognised. In Heritage Language research, the complex entanglement between Chinese ethnic identity and Chinese Heritage Language has gained increasing attention in recent decades. Both social psychological and poststructural schools have offered meaningful insights into this field, but have also received…

Influence of musical expertise on segmental and tonal processing in Mandarin Chinese.

PubMed

Marie, Céline; Delogu, Franco; Lampis, Giulia; Belardinelli, Marta Olivetti; Besson, Mireille

2011-10-01

A same-different task was used to test the hypothesis that musical expertise improves the discrimination of tonal and segmental (consonant, vowel) variations in a tone language, Mandarin Chinese. Two four-word sequences (prime and target) were presented to French musicians and nonmusicians unfamiliar with Mandarin, and event-related brain potentials were recorded. Musicians detected both tonal and segmental variations more accurately than nonmusicians. Moreover, tonal variations were associated with higher error rate than segmental variations and elicited an increased N2/N3 component that developed 100 msec earlier in musicians than in nonmusicians. Finally, musicians also showed enhanced P3b components to both tonal and segmental variations. These results clearly show that musical expertise influenced the perceptual processing as well as the categorization of linguistic contrasts in a foreign language. They show positive music-to-language transfer effects and open new perspectives for the learning of tone languages.

Bringing out Children's Wonderful Ideas in Teaching Chinese as a Foreign Language.

ERIC Educational Resources Information Center

Yang, Yi

This paper describes one after-school program at the Cambridge Chinese School, dedicated to teaching Chinese literacy to Chinese K-12 students in the Boston, Massachusetts area. In 1998, the school initiated the "Chinese as a Foreign Language" program to cater to the needs of U.S. families with an interest in the Chinese language and culture…

Validation of the "Chinese Language Classroom Learning Environment Inventory" for Investigating the Nature of Chinese Language Classrooms

ERIC Educational Resources Information Center

Lian, Chua Siew; Wong, Angela F. L.; Der-Thanq, Victor Chen

2006-01-01

The Chinese Language Classroom Environment Inventory (CLCEI) is a bilingual instrument developed for use in measuring students' and teachers' perceptions toward their Chinese Language classroom learning environments in Singapore secondary schools. The English version of the CLCEI was customised from the English version of the "What is…

Corpora Processing and Computational Scaffolding for a Web-Based English Learning Environment: The CANDLE Project

ERIC Educational Resources Information Center

Liou, Hsien-Chin; Chang, Jason S; Chen, Hao-Jan; Lin, Chih-Cheng; Liaw, Meei-Ling; Gao, Zhao-Ming; Jang, Jyh-Shing Roger; Yeh, Yuli; Chuang, Thomas C.; You, Geeng-Neng

2006-01-01

This paper describes the development of an innovative web-based environment for English language learning with advanced data-driven and statistical approaches. The project uses various corpora, including a Chinese-English parallel corpus ("Sinorama") and various natural language processing (NLP) tools to construct effective English…

Input Processing of Chinese by "ab initio" Learners

ERIC Educational Resources Information Center

Han, ZhaoHong; Liu, Zehua

2013-01-01

We report on a study of first-exposure learners with different first languages (L1s: English, Japanese) to examine their ability to process input for form and meaning. We used a rich set of tasks to tap respectively into processing, comprehension, imitation, and working memory. We show that there are advantages to having a first language (L1) that…

Elements of Style and an Advanced ESL Student: The Case of Jun Shan Zhang.

ERIC Educational Resources Information Center

Ryan, Patrick

Despite educators' efforts to understand the process of composition, writing remains a mercurial process difficult to see or describe, even partially. Writing is a process even more difficult to grasp when the writer is possessed of a language--Chinese, for example--and must rely on that language to take possession of and write in a second…

Chinese translation norms for 1,429 English words.

PubMed

Wen, Yun; van Heuven, Walter J B

2017-06-01

We present Chinese translation norms for 1,429 English words. Chinese-English bilinguals (N = 28) were asked to provide the first Chinese translation that came to mind for 1,429 English words. The results revealed that 71 % of the English words received more than one correct translation indicating the large amount of translation ambiguity when translating from English to Chinese. The relationship between translation ambiguity and word frequency, concreteness and language proficiency was investigated. Although the significant correlations were not strong, results revealed that English word frequency was positively correlated with the number of alternative translations, whereas English word concreteness was negatively correlated with the number of translations. Importantly, regression analyses showed that the number of Chinese translations was predicted by word frequency and concreteness. Furthermore, an interaction between these predictors revealed that the number of translations was more affected by word frequency for more concrete words than for less concrete words. In addition, mixed-effects modelling showed that word frequency, concreteness and English language proficiency were all significant predictors of whether or not a dominant translation was provided. Finally, correlations between the word frequencies of English words and their Chinese dominant translations were higher for translation-unambiguous pairs than for translation-ambiguous pairs. The translation norms are made available in a database together with lexical information about the words, which will be a useful resource for researchers investigating Chinese-English bilingual language processing.

Mandarin Chinese Tone Identification in Cochlear Implants: Predictions from Acoustic Models

PubMed Central

Morton, Kenneth D.; Torrione, Peter A.; Throckmorton, Chandra S.; Collins, Leslie M.

2015-01-01

It has been established that current cochlear implants do not supply adequate spectral information for perception of tonal languages. Comprehension of a tonal language, such as Mandarin Chinese, requires recognition of lexical tones. New strategies of cochlear stimulation such as variable stimulation rate and current steering may provide the means of delivering more spectral information and thus may provide the auditory fine structure required for tone recognition. Several cochlear implant signal processing strategies are examined in this study, the continuous interleaved sampling (CIS) algorithm, the frequency amplitude modulation encoding (FAME) algorithm, and the multiple carrier frequency algorithm (MCFA). These strategies provide different types and amounts of spectral information. Pattern recognition techniques can be applied to data from Mandarin Chinese tone recognition tasks using acoustic models as a means of testing the abilities of these algorithms to transmit the changes in fundamental frequency indicative of the four lexical tones. The ability of processed Mandarin Chinese tones to be correctly classified may predict trends in the effectiveness of different signal processing algorithms in cochlear implants. The proposed techniques can predict trends in performance of the signal processing techniques in quiet conditions but fail to do so in noise. PMID:18706497

Research among Learners of Chinese as a Foreign Language. Chinese Language Teachers Association Monograph Series. Volume IV

ERIC Educational Resources Information Center

Everson, Michael E., Ed.; Shen, Helen H., Ed.

2010-01-01

Cutting-edge in its approach and international in its authorship, this fourth monograph in a series sponsored by the Chinese Language Teachers Association features eight research studies that explore a variety of themes, topics, and perspectives important to a variety of stakeholders in the Chinese language learning community. Employing a wide…

International Symposium on Chinese Languages and Linguistics Proceedings (4th, Taipei, Taiwan, July 18-20, 1994).

ERIC Educational Resources Information Center

Ho, Dah-an, Ed.; Tseng, Chiu-yu, Ed.

This publication of proceedings, most in English and some in Chinese, of a conference on Chinese languages and linguistics include the following papers: "On Rule Effect and Dialect Classification" (Chin-Chuan Cheng); "Cross-Linguistic Typological Variation, Grammatical Relations, and the Chinese Language" (Bernard Comrie); "Is Chinese a Pragmatic…

Developmental dyslexia in Chinese and English populations: dissociating the effect of dyslexia from language differences

PubMed Central

Hu, Wei; Lee, Hwee Ling; Zhang, Qiang; Liu, Tao; Geng, Li Bo; Seghier, Mohamed L.; Shakeshaft, Clare; Twomey, Tae; Green, David W.; Yang, Yi Ming

2010-01-01

Previous neuroimaging studies have suggested that developmental dyslexia has a different neural basis in Chinese and English populations because of known differences in the processing demands of the Chinese and English writing systems. Here, using functional magnetic resonance imaging, we provide the first direct statistically based investigation into how the effect of dyslexia on brain activation is influenced by the Chinese and English writing systems. Brain activation for semantic decisions on written words was compared in English dyslexics, Chinese dyslexics, English normal readers and Chinese normal readers, while controlling for all other experimental parameters. By investigating the effects of dyslexia and language in one study, we show common activation in Chinese and English dyslexics despite different activation in Chinese versus English normal readers. The effect of dyslexia in both languages was observed as less than normal activation in the left angular gyrus and in left middle frontal, posterior temporal and occipitotemporal regions. Differences in Chinese and English normal reading were observed as increased activation for Chinese relative to English in the left inferior frontal sulcus; and increased activation for English relative to Chinese in the left posterior superior temporal sulcus. These cultural differences were not observed in dyslexics who activated both left inferior frontal sulcus and left posterior superior temporal sulcus, consistent with the use of culturally independent strategies when reading is less efficient. By dissociating the effect of dyslexia from differences in Chinese and English normal reading, our results reconcile brain activation results with a substantial body of behavioural studies showing commonalities in the cognitive manifestation of dyslexia in Chinese and English populations. They also demonstrate the influence of cognitive ability and learning environment on a common neural system for reading. PMID:20488886

Developmental dyslexia in Chinese and English populations: dissociating the effect of dyslexia from language differences.

PubMed

Hu, Wei; Lee, Hwee Ling; Zhang, Qiang; Liu, Tao; Geng, Li Bo; Seghier, Mohamed L; Shakeshaft, Clare; Twomey, Tae; Green, David W; Yang, Yi Ming; Price, Cathy J

2010-06-01

Previous neuroimaging studies have suggested that developmental dyslexia has a different neural basis in Chinese and English populations because of known differences in the processing demands of the Chinese and English writing systems. Here, using functional magnetic resonance imaging, we provide the first direct statistically based investigation into how the effect of dyslexia on brain activation is influenced by the Chinese and English writing systems. Brain activation for semantic decisions on written words was compared in English dyslexics, Chinese dyslexics, English normal readers and Chinese normal readers, while controlling for all other experimental parameters. By investigating the effects of dyslexia and language in one study, we show common activation in Chinese and English dyslexics despite different activation in Chinese versus English normal readers. The effect of dyslexia in both languages was observed as less than normal activation in the left angular gyrus and in left middle frontal, posterior temporal and occipitotemporal regions. Differences in Chinese and English normal reading were observed as increased activation for Chinese relative to English in the left inferior frontal sulcus; and increased activation for English relative to Chinese in the left posterior superior temporal sulcus. These cultural differences were not observed in dyslexics who activated both left inferior frontal sulcus and left posterior superior temporal sulcus, consistent with the use of culturally independent strategies when reading is less efficient. By dissociating the effect of dyslexia from differences in Chinese and English normal reading, our results reconcile brain activation results with a substantial body of behavioural studies showing commonalities in the cognitive manifestation of dyslexia in Chinese and English populations. They also demonstrate the influence of cognitive ability and learning environment on a common neural system for reading.

Negotiation of Meaning and Language-Related Episodes in Synchronous, Audio-Based Chinese-German eTandem

ERIC Educational Resources Information Center

Renner, Julia

2017-01-01

The present paper examines negotiation of meaning and language-related episodes in Chinese-German eTandem interaction, focusing on Chinese as target language. Against the background of the interactionist approach to language learning and drawing upon Swain and Lapkin's (1998, Interaction and second language learning: Two adolescent French…

Lexical and Sublexical Semantic Preview Benefits in Chinese Reading

ERIC Educational Resources Information Center

Yan, Ming; Zhou, Wei; Shu, Hua; Kliegl, Reinhold

2012-01-01

Semantic processing from parafoveal words is an elusive phenomenon in alphabetic languages, but it has been demonstrated only for a restricted set of noncompound Chinese characters. Using the gaze-contingent boundary paradigm, this experiment examined whether parafoveal lexical and sublexical semantic information was extracted from compound…

Why Does Rapid Naming Predict Chinese Word Reading?

ERIC Educational Resources Information Center

Shum, Kathy Kar-man; Au, Terry Kit-fong

2017-01-01

Rapid automatized naming (RAN) robustly predicts early reading abilities across languages, but its underlying mechanism remains unclear. This study found that RAN associated significantly with processing speed but not with phonological awareness or orthographic knowledge in 89 Hong Kong Chinese second-graders. RAN overlaps more with processing…

Teacher Training in a Synchronous Cyber Face-to-Face Classroom: Characterizing and Supporting the Online Teachers' Learning Process

ERIC Educational Resources Information Center

Wang, Yuping; Chen, Nian-Shing; Levy, Mike

2010-01-01

This article discusses the learning process undertaken by language teachers in a cyber face-to-face teacher training program. Eight tertiary Chinese language teachers attended a 12-week training program conducted in an online synchronous learning environment characterized by multimedia-based, oral and visual interaction. The term "cyber…

Foreign language identification: First step in the translation process

DOE Office of Scientific and Technical Information (OSTI.GOV)

Newman, P.

1987-01-01

Guidelines are given for identifying 16 European languages that use the Latin alphabet by means of the diacritical marks used with particular letters. It is not necessary to know the languages to identify them. Five Slavic languages can be identified on the basis of the Cyrillic letters they use or do not use. Guidelines are also given for discriminating between Chinese, Japanese and Korean.

Multilingual Education in Macao

ERIC Educational Resources Information Center

Young, Ming Yee Carissa

2009-01-01

This paper focuses on the current use of the three written languages (Chinese, Portuguese and English) and the four spoken languages (Chinese-Cantonese, Chinese-Putonghua, Portuguese and English) in Macao, a former Portuguese colony (1557-1999) which is now a Special Administrative Region of China. Chinese and Portuguese are official languages,…

Seeking an oracle: using the Delphi process to develop practice guidelines for the treatment of endometriosis with Chinese herbal medicine.

PubMed

Flower, Andrew; Lewith, George T; Little, Paul

2007-11-01

For most complementary and alternative medicine interventions, the absence of a high-quality evidence base to define good practice presents a serious problem for clinicians, educators, and researchers. The Delphi process may offer a pragmatic way to establish good practice guidelines until more rigorous forms of assessment can be undertaken. To use a modified Delphi to develop good practice guidelines for a feasibility study exploring the role of Chinese herbal medicine (CHM) in the treatment of endometriosis. To compare the outcomes from Delphi with data derived from a systematic review of the Chinese language database. An expert group was convened for a three-round Delphi that initially produced key statements relating to the CHM diagnosis and treatment of endometriosis (round 1) and then anonymously rated these on a 1-7 Likert scale (rounds 2 and 3). Statements with a median score of 5 and above were regarded as demonstrating positive group consensus. The differential diagnoses within Chinese Medicine and rating of the clinical value of individual herbs were then contrasted with comparable data from a review of Chinese language reports in the Chinese Biomedical Retrieval System (1978-2002), and China Academy of Traditional Chinese Medicine (1985-2002) databases and the Chinese TCM and magazine literature (1984-2004) databases. Consensus (good practice) guidelines for the CHM treatment of endometriosis relating to common diagnostic patterns, herb selection, dosage, and patient management were produced. The Delphi guidelines demonstrated a high degree of congruence with the information from the Chinese language databases. In the absence of rigorous evidence, Delphi offers a way to synthesize expert knowledge relating to diagnosis, patient management, and herbal selection in the treatment of endometriosis. The limitations of the expert group and the inability of Delphi to capture the subtle nuances of individualized clinical decision-making limit the usefulness of this approach.

Language-experience plasticity in neural representation of changes in pitch salience

PubMed Central

Krishnan, Ananthanarayan; Gandour, Jackson T.; Suresh, Chandan H.

2016-01-01

Neural representation of pitch-relevant information at the brainstem and cortical levels of processing is influenced by language experience. A well-known attribute of pitch is its salience. Brainstem frequency following responses and cortical pitch specific responses, recorded concurrently, were elicited by a pitch salience continuum spanning weak to strong pitch of a dynamic, iterated rippled noise pitch contour—homolog of a Mandarin tone. Our aims were to assess how language experience (Chinese, English) affects i) enhancement of neural activity associated with pitch salience at brainstem and cortical levels, ii) the presence of asymmetry in cortical pitch representation, and iii) patterns of relative changes in magnitude along the pitch salience continuum. Peak latency (Fz: Na, Pb, Nb) was shorter in the Chinese than the English group across the continuum. Peak-to-peak amplitude (Fz: Na-Pb, Pb-Nb) of the Chinese group grew larger with increasing pitch salience, but an experience-dependent advantage was limited to the Na-Pb component. At temporal sites (T7/T8), the larger amplitude of the Chinese group across the continuum was both limited to the Na-Pb component and the right temporal site. At the brainstem level, F0 magnitude gets larger as you increase pitch salience, and it too reveals Chinese superiority. A direct comparison of cortical and brainstem responses for the Chinese group reveals different patterns of relative changes in magnitude along the pitch salience continuum. Such differences may point to a transformation in pitch processing at the cortical level presumably mediated by local sensory and/or extrasensory influence overlaid on the brainstem output. PMID:26903418

Brain potentials reveal unconscious translation during foreign-language comprehension.

PubMed

Thierry, Guillaume; Wu, Yan Jing

2007-07-24

Whether the native language of bilingual individuals is active during second-language comprehension is the subject of lively debate. Studies of bilingualism have often used a mix of first- and second-language words, thereby creating an artificial "dual-language" context. Here, using event-related brain potentials, we demonstrate implicit access to the first language when bilinguals read words exclusively in their second language. Chinese-English bilinguals were required to decide whether English words presented in pairs were related in meaning or not; they were unaware of the fact that half of the words concealed a character repetition when translated into Chinese. Whereas the hidden factor failed to affect behavioral performance, it significantly modulated brain potentials in the expected direction, establishing that English words were automatically and unconsciously translated into Chinese. Critically, the same modulation was found in Chinese monolinguals reading the same words in Chinese, i.e., when Chinese character repetition was evident. Finally, we replicated this pattern of results in the auditory modality by using a listening comprehension task. These findings demonstrate that native-language activation is an unconscious correlate of second-language comprehension.

Effects of Working Memory Capacity in Processing Wh-Extractions: Eye-Movement Evidence from Chinese-English Bilinguals

ERIC Educational Resources Information Center

Zhou, Huixia; Rossi, Sonja; Li, Juan; Liu, Huanhuan; Chen, Ran; Chen, Baoguo

2017-01-01

By using the eye-tracking method, the present study explores whether working memory capacity assessed via the second language (L2) reading span (L2WMC) as well as the operational span task (OSPAN) affects the processing of subject-extraction and object-extraction in Chinese-English bilinguals. Results showed that L2WMC has no effects on the…

Identifying Chinese Heritage Learners' Motivations, Learning Needs and Learning Goals: A Case Study of a Cohort of Heritage Learners in an Australian University

ERIC Educational Resources Information Center

Xu, Hui Ling; Moloney, Robyn

2014-01-01

There is increasing enrolment of Chinese heritage language learners in tertiary Chinese language classrooms across Australia. Educated in English, Chinese heritage learners are of diverse national origins and the Chinese language varieties to which they have been exposed through family or community are also diverse. Recent research in this field…

Testing for dual brain processing routes in reading: a direct contrast of chinese character and pinyin reading using FMRI.

PubMed

Chen, Yiping; Fu, Shimin; Iversen, Susan D; Smith, Steve M; Matthews, Paul M

2002-10-01

Chinese offers a unique tool for testing the effects of word form on language processing during reading. The processes of letter-mediated grapheme-to-phoneme translation and phonemic assembly (assembled phonology) critical for reading and spelling in any alphabetic orthography are largely absent when reading nonalphabetic Chinese characters. In contrast, script-to-sound translation based on the script as a whole (addressed phonology) is absent when reading the Chinese alphabetic sound symbols known as pinyin, for which the script-to-sound translation is based exclusively on assembled phonology. The present study aims to contrast patterns of brain activity associated with the different cognitive mechanisms needed for reading the two scripts. fMRI was used with a block design involving a phonological and lexical task in which subjects were asked to decide whether visually presented, paired Chinese characters or pinyin "sounded like" a word. Results demonstrate that reading Chinese characters and pinyin activate a common brain network including the inferior frontal, middle, and inferior temporal gyri, the inferior and superior parietal lobules, and the extrastriate areas. However, some regions show relatively greater activation for either pinyin or Chinese reading. Reading pinyin led to a greater activation in the inferior parietal cortex bilaterally, the precuneus, and the anterior middle temporal gyrus. In contrast, activation in the left fusiform gyrus, the bilateral cuneus, the posterior middle temporal, the right inferior frontal gyrus, and the bilateral superior frontal gyrus were greater for nonalphabetic Chinese reading. We conclude that both alphabetic and nonalphabetic scripts activate a common brain network for reading. Overall, there are no differences in terms of hemispheric specialization between alphabetic and nonalphabetic scripts. However, differences in language surface form appear to determine relative activation in other regions. Some of these regions (e.g., the inferior parietal cortex for pinyin and fusiform gyrus for Chinese characters) are candidate regions for specialized processes associated with reading via predominantly assembled (pinyin) or addressed (Chinese character) procedures.

Natural-Annotation-based Unsupervised Construction of Korean-Chinese Domain Dictionary

NASA Astrophysics Data System (ADS)

Liu, Wuying; Wang, Lin

2018-03-01

The large-scale bilingual parallel resource is significant to statistical learning and deep learning in natural language processing. This paper addresses the automatic construction issue of the Korean-Chinese domain dictionary, and presents a novel unsupervised construction method based on the natural annotation in the raw corpus. We firstly extract all Korean-Chinese word pairs from Korean texts according to natural annotations, secondly transform the traditional Chinese characters into the simplified ones, and finally distill out a bilingual domain dictionary after retrieving the simplified Chinese words in an extra Chinese domain dictionary. The experimental results show that our method can automatically build multiple Korean-Chinese domain dictionaries efficiently.

Does Language Matter? Exploring Chinese-Korean Differences in Holistic Perception.

PubMed

Rhode, Ann K; Voyer, Benjamin G; Gleibs, Ilka H

2016-01-01

Cross-cultural research suggests that East Asians display a holistic attentional bias by paying attention to the entire field and to relationships between objects, whereas Westerners pay attention primarily to salient objects, displaying an analytic attentional bias. The assumption of a universal pan-Asian holistic attentional bias has recently been challenged in experimental research involving Japanese and Chinese participants, which suggests that linguistic factors may contribute to the formation of East Asians' holistic attentional patterns. The present experimental research explores differences in attention and information processing styles between Korean and Chinese speakers, who have been assumed to display the same attentional bias due to cultural commonalities. We hypothesize that the specific structure of the Korean language predisposes speakers to pay more attention to ground information than to figure information, thus leading to a stronger holistic attentional bias compared to Chinese speakers. Findings of the present research comparing different groups of English, Chinese, and Korean speakers provide further evidence for differences in East Asians' holistic attentional bias, which may be due to the influence of language. Furthermore, we also extend prior theorizing by discussing the potential impact of other cultural factors. In line with critical voices calling for more research investigating differences between cultures that are assumed to be culturally similar, we highlight important avenues for future studies exploring the language-culture relationship.

EFL Teachers' Responses to L2 Writing.

ERIC Educational Resources Information Center

Chang, Yuh-Fang

This study investigated differences in the product and process of evaluating second language compositions by Taiwanese speakers of English. It examined whether such factors as language background (native English speaker versus native Chinese speaker), academic discipline, and educational background affected raters' scoring outcomes; whether rating…

Predictors of word-level literacy amongst Grade 3 children in five diverse languages.

PubMed

Smythe, Ian; Everatt, John; Al-Menaye, Nasser; He, Xianyou; Capellini, Simone; Gyarmathy, Eva; Siegel, Linda S

2008-08-01

Groups of Grade 3 children were tested on measures of word-level literacy and undertook tasks that required the ability to associate sounds with letter sequences and that involved visual, auditory and phonological-processing skills. These groups came from different language backgrounds in which the language of instruction was Arabic, Chinese, English, Hungarian or Portuguese. Similar measures were used across the groups, with tests being adapted to be appropriate for the language of the children. Findings indicated that measures of decoding and phonological-processing skills were good predictors of word reading and spelling among Arabic- and English-speaking children, but were less able to predict variability in these same early literacy skills among Chinese- and Hungarian-speaking children, and were better at predicting variability in Portuguese word reading than spelling. Results were discussed with reference to the relative transparency of the script and issues of dyslexia assessment across languages. Overall, the findings argue for the need to take account of features of the orthography used to represent a language when developing assessment procedures for a particular language and that assessment of word-level literacy skills and a phonological perspective of dyslexia may not be universally applicable across all language contexts. Copyright 2008 John Wiley & Sons, Ltd.

Responding to the Diversity of Chinese Language Learners in Australian Schools

ERIC Educational Resources Information Center

Scrimgeour, Andrew

2014-01-01

Until recently Chinese language learning in Australian primary and junior secondary schools has been characterised by programs primarily designed for second language learners who have had no prior knowledge of or exposure to Chinese language. Participation in such programs by Australian-born children who speak Putonghua (Mandarin) or another…

Reading the World through Words: Cultural Themes in Heritage Chinese Language Textbooks

ERIC Educational Resources Information Center

Curdt-Christiansen, Xiao Lan

2008-01-01

This paper explores the social and cultural knowledge embedded in the textbooks for language and literacy education in a Chinese heritage language school, the Zhonguo School, in Montreal, Quebec, Canada. It examines how Chinese language arts textbooks introduce the child reader to cultural knowledge considered legitimate and valued in China as…

Understanding Teachers' Professional Identity and Beliefs in the Chinese Heritage Language School in the USA

ERIC Educational Resources Information Center

Wu, Hsu-Pai; Palmer, Deborah K.; Field, Sherry L.

2011-01-01

Heritage language education has come to prominence worldwide. Despite the increasing number of Chinese heritage language learners and Chinese schools in the USA, little attention has been given to teachers. This study investigated three heritage language teachers' professional identity and beliefs about curriculum and instructional practices in a…

English and Chinese languages as weighted complex networks

NASA Astrophysics Data System (ADS)

Sheng, Long; Li, Chunguang

2009-06-01

In this paper, we analyze statistical properties of English and Chinese written human language within the framework of weighted complex networks. The two language networks are based on an English novel and a Chinese biography, respectively, and both of the networks are constructed in the same way. By comparing the intensity and density of connections between the two networks, we find that high weight connections in Chinese language networks prevail more than those in English language networks. Furthermore, some of the topological and weighted quantities are compared. The results display some differences in the structural organizations between the two language networks. These observations indicate that the two languages may have different linguistic mechanisms and different combinatorial natures.

Linkit: A CALL System for Learning Chinese Characters, Words, and Phrases

ERIC Educational Resources Information Center

Shei, Chris; Hsieh, Hsun-Ping

2012-01-01

Teaching Chinese as a foreign language (TCFL) is increasingly becoming a mainstream profession and an independent academic discipline. However, there is little research in CALL targeting the Chinese language to date. This research attempts to show how a CALL system can be constructed following the unique properties of the Chinese language so it…

Semantic Radical Knowledge and Word Recognition in Chinese for Chinese as Foreign Language Learners

ERIC Educational Resources Information Center

Su, Xiaoxiang; Kim, Young-Suk

2014-01-01

In the present study, we examined the relation of knowledge of semantic radicals to students' language proficiency and word reading for adult Chinese-as-a-foreign language students. Ninety-seven college students rated their proficiency in speaking, listening, reading, and writing in Chinese, and were administered measures of receptive and…

More than "Hello" and "Bye-Bye": Opening and Closing the Online Chats in Mandarin Chinese

ERIC Educational Resources Information Center

Zhang, De

2014-01-01

Reporting on a descriptive study on the first semester Chinese language learners' openings and closings in online chats with age-peer native speakers of Chinese, this paper demonstrates the great promise that telecollaboration holds for foreign language education, and argues for an increasing role of pragmatics in Chinese language instruction, and…

Cross-Language Transfer of Insight into the Structure of Compound Words

ERIC Educational Resources Information Center

Zhang, Jie; Anderson, Richard C.; Li, Hong; Dong, Qiong; Wu, Xinchun; Zhang, Yan

2010-01-01

Cross-language transfer of awareness of the structure of compound words was investigated among native speakers of Chinese who were learning English as a second language. Chinese fifth graders received instruction in the morphology of four types of compound words in either Chinese or English. They then completed both the Chinese and English…

Educating Teachers of "Chinese as a Local/Global Language": Teaching "Chinese with Australian Characteristics"

ERIC Educational Resources Information Center

Singh, Michael; Han, Jinghe

2014-01-01

How can the education of teacher-researchers from China be framed in ways so that they might make Chinese learnable for primary and secondary school learners for whom English is their everyday language of instruction and communication. The concept "making Chinese learnable" and the characters of the language learners are explained in the…

Articulatory Suppression Effects on Short-Term Memory of Signed Digits and Lexical Items in Hearing Bimodal-Bilingual Adults

ERIC Educational Resources Information Center

Liu, Hsiu Tan; Squires, Bonita; Liu, Chun Jung

2016-01-01

We can gain a better understanding of short-term memory processes by studying different language codes and modalities. Three experiments were conducted to investigate: (a) Taiwanese Sign Language (TSL) digit spans in Chinese/TSL hearing bilinguals (n = 32); (b) American Sign Language (ASL) digit spans in English/ASL hearing bilinguals (n = 15);…

Syntactic Representations of English in Second Language Learners: An Investigation of the Process of English Sentence Production by Bilingual Speakers Using a Within-Language (L2) Structural Priming Paradigm

ERIC Educational Resources Information Center

Kim, Sunfa

2010-01-01

This dissertation reports the results of within-English structural priming experiments in language production which investigated the syntactic representations of English syntactic structures in three different bilingual groups: Japanese-English, Korean-English, and Mandarin Chinese-English bilinguals. Specifically, my dissertation research…

An Investigation into Chinese College English Teachers' Beliefs of Students' Web-Based Informal Language Learning

ERIC Educational Resources Information Center

Jiang, Jiahong

2016-01-01

With the rapid development of information and technology, language learners have more ways to acquire the target language. Recently, WILL has gained popularity, for informal web-based learning of English has been depicted as a process driven by the purpose of communication. Thus, teachers have many challenges when teaching learners who have…

Cross-cultural Adaptation of Roland-Morris Disability Questionnaire Needs to Assess the Measurement Properties: A Systematic Review.

PubMed

Yao, Min; Zhu, Sen; Tian, Zi-Rui; Song, Yong-Jia; Yang, Long; Wang, Yong-Jun; Cui, Xue-Jun

2018-03-26

To assess the cross cultural-adaptations of the Roland Morris Disability Questionnaire (RMDQ). English and Chinese databases were searched through December 2017. Cross-cultural adaptation and measurement properties were evaluated using the Guidelines for the Process of Cross-Cultural Adaptation of Self-Report Measures and the Quality Criteria for Psychometric Properties of Health Status Questionnaire. Among 34 studies, there were 31 RMDQ adaptations for 26 different languages/cultures. In the cross-cultural adaptation process, few studies reported expert committees completely constituted (3/31), and only ten studies complete the test of the pre-final version (10/31) due to insufficient sample sizes. As for the measurement properties, content validity (31/31) and construct validity (24/31) were assessed in most of the adaptations, whereas internal consistency (0/31), agreement (5/31), responsiveness (3/31), interpretability (6/31), and floor and ceiling effects (6/31) were not. The Hungarian and Moon's Korean adaptations were the highest quality translations. Where there were multiple adaptations for a language/culture, the Moon's Korean and Fan's simplified Chinese-Chinese Mainland adaptations are recommended over the other Korean or simplified Chinese-Chinese Mainland adaptations. Further studies are required to fully assess the measurement properties of the Arabic-Moroccan, Arabic-Tunisian, German- Austrian, Greek, Guajarati, Kim's Korean, Persian-Iranian, Polish, He's simplified Chinese-Chinese Mainland, Spanish, Spanish-Chilean, Thai, traditional Chinese-Taiwan, and Turkish adaptations of the RMDQ. Copyright © 2018. Published by Elsevier Inc.

Language-Universal Sensory Deficits in Developmental Dyslexia: English, Spanish, and Chinese

ERIC Educational Resources Information Center

Goswami, Usha; Wang, H.-L. Sharon; Cruz, Alicia; Fosker, Tim; Mead, Natasha; Huss, Martina

2011-01-01

Studies in sensory neuroscience reveal the critical importance of accurate sensory perception for cognitive development. There is considerable debate concerning the possible sensory correlates of "phonological processing", the primary cognitive risk factor for developmental dyslexia. Across languages, children with dyslexia have a specific…

Cognitive Development of Chinese Urban Only Children and Children with Siblings.

ERIC Educational Resources Information Center

Jiao, Shulan; And Others

1996-01-01

First- and fifth-grade only-children and children with siblings completed 11 cognitive tasks to investigate differences in cognitive abilities that may exist due to the Chinese 1-child family planning program. Superiority of grade one only-children over children with siblings appeared for memory processes, language skills, and mathematics.…

Influence of Musical Expertise on Segmental and Tonal Processing in Mandarin Chinese

ERIC Educational Resources Information Center

Marie, Celine; Delogu, Franco; Lampis, Giulia; Belardinelli, Marta Olivetti; Besson, Mireille

2011-01-01

A same-different task was used to test the hypothesis that musical expertise improves the discrimination of tonal and segmental (consonant, vowel) variations in a tone language, Mandarin Chinese. Two four-word sequences (prime and target) were presented to French musicians and nonmusicians unfamiliar with Mandarin, and event-related brain…

A Validation of Parafoveal Semantic Information Extraction in Reading Chinese

ERIC Educational Resources Information Center

Zhou, Wei; Kliegl, Reinhold; Yan, Ming

2013-01-01

Parafoveal semantic processing has recently been well documented in reading Chinese sentences, presumably because of language-specific features. However, because of a large variation of fixation landing positions on pretarget words, some preview words actually were located in foveal vision when readers' eyes landed close to the end of the…

SUBTLEX-CH: Chinese Word and Character Frequencies Based on Film Subtitles

PubMed Central

Cai, Qing; Brysbaert, Marc

2010-01-01

Background Word frequency is the most important variable in language research. However, despite the growing interest in the Chinese language, there are only a few sources of word frequency measures available to researchers, and the quality is less than what researchers in other languages are used to. Methodology Following recent work by New, Brysbaert, and colleagues in English, French and Dutch, we assembled a database of word and character frequencies based on a corpus of film and television subtitles (46.8 million characters, 33.5 million words). In line with what has been found in the other languages, the new word and character frequencies explain significantly more of the variance in Chinese word naming and lexical decision performance than measures based on written texts. Conclusions Our results confirm that word frequencies based on subtitles are a good estimate of daily language exposure and capture much of the variance in word processing efficiency. In addition, our database is the first to include information about the contextual diversity of the words and to provide good frequency estimates for multi-character words and the different syntactic roles in which the words are used. The word frequencies are freely available for research purposes. PMID:20532192

Perception of English intonation by English, Spanish, and Chinese listeners.

PubMed

Grabe, Esther; Rosner, Burton S; García-Albea, José E; Zhou, Xiaolin

2003-01-01

Native language affects the perception of segmental phonetic structure, of stress, and of semantic and pragmatic effects of intonation. Similarly, native language might influence the perception of similarities and differences among intonation contours. To test this hypothesis, a cross-language experiment was conducted. An English utterance was resynthesized with seven falling and four rising intonation contours. English, Iberian Spanish, and Chinese listeners then rated each pair of nonidentical stimuli for degree of difference. Multidimensional scaling of the results supported the hypothesis. The three groups of listeners produced statistically different perceptual configurations for the falling contours. All groups, however, perceptually separated the falling from the rising contours. This result suggested that the perception of intonation begins with the activation of universal auditory mechanisms that process the direction of relatively slow frequency modulations. A second experiment therefore employed frequency-modulated sine waves that duplicated the fundamental frequency contours of the speech stimuli. New groups of English, Spanish, and Chinese subjects yielded no cross-language differences between the perceptual configurations for these nonspeech stimuli. The perception of similarities and differences among intonation contours calls upon universal auditory mechanisms whose output is molded by experience with one's native language.

A cross-linguistic fMRI study of perception of intonation and emotion in Chinese.

PubMed

Gandour, Jack; Wong, Donald; Dzemidzic, Mario; Lowe, Mark; Tong, Yunxia; Li, Xiaojian

2003-03-01

Conflicting data from neurobehavioral studies of the perception of intonation (linguistic) and emotion (affective) in spoken language highlight the need to further examine how functional attributes of prosodic stimuli are related to hemispheric differences in processing capacity. Because of similarities in their acoustic profiles, intonation and emotion permit us to assess to what extent hemispheric lateralization of speech prosody depends on functional instead of acoustical properties. To examine how the brain processes linguistic and affective prosody, an fMRI study was conducted using Chinese, a tone language in which both intonation and emotion may be signaled prosodically, in addition to lexical tones. Ten Chinese and 10 English subjects were asked to perform discrimination judgments of intonation (I: statement, question) and emotion (E: happy, angry, sad) presented in semantically neutral Chinese sentences. A baseline task required passive listening to the same speech stimuli (S). In direct between-group comparisons, the Chinese group showed left-sided frontoparietal activation for both intonation (I vs. S) and emotion (E vs. S) relative to baseline. When comparing intonation relative to emotion (I vs. E), the Chinese group demonstrated prefrontal activation bilaterally; parietal activation in the left hemisphere only. The reverse comparison (E vs. I), on the other hand, revealed that activation occurred in anterior and posterior prefrontal regions of the right hemisphere only. These findings show that some aspects of perceptual processing of emotion are dissociable from intonation, and, moreover, that they are mediated by the right hemisphere. Copyright 2003 Wiley-Liss, Inc.

The Use of Discourse Markers among Mandarin Chinese Teachers, and Chinese as a Second Language and Chinese as a Foreign Language Learners

ERIC Educational Resources Information Center

Tsai, Pei-Shu; Chu, Wo-Hsin

2017-01-01

This study investigates how the use of discourse markers reflects speaking fluency in Chinese learners. In this study, 220 min of online Chinese courses were transcribed, with 17 Chinese learners and 5 native Chinese teachers as participants. Half of the transcribed data were drawn from students living in Taipei, Taiwan, a Chinese-speaking…

Struggling to Thrive: The Impact of Chinese Language Assessments on Social Mobility of Hong Kong Ethnic Minority Youth

ERIC Educational Resources Information Center

Loh, Elizabeth K. Y.; Tam, Loretta C. W.

2016-01-01

The paper explores how the policy of alternative Chinese qualifications policy affects ethnic minorities' (EM) social mobility, and how such multi-exit assessment framework affects Chinese as a second language learning and teaching in Hong Kong. Chinese language (CL) qualifications other than the Hong Kong Diploma of Secondary Education (HKDSE)…

Engaging a "Truly Foreign" Language and Culture: China through Chinese Film

ERIC Educational Resources Information Center

Ning, Cynthia

2009-01-01

In this article, the author shares how she uses Chinese film in her Chinese language and culture classes. She demonstrates how Chinese films can help students "navigate the uncharted universe of Chinese culture" with reference to several contemporary Chinese films. She describes how intensive viewing of films can develop a deeper and…

75 FR 5767 - All Terrain Vehicle Chinese Language Webinar; Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2010-02-04

... CONSUMER PRODUCT SAFETY COMMISSION All Terrain Vehicle Chinese Language Webinar; Meeting AGENCY... announcing the following meeting: All Terrain Vehicle Chinese Language Webinar. The webinar will focus on CPSC's requirements for ATV's, including CPSC's Action Plan and mandatory vehicle requirements. Date...

Do Chinese Readers Follow the National Standard Rules for Word Segmentation during Reading?

PubMed Central

Liu, Ping-Ping; Li, Wei-Jun; Lin, Nan; Li, Xing-Shan

2013-01-01

We conducted a preliminary study to examine whether Chinese readers’ spontaneous word segmentation processing is consistent with the national standard rules of word segmentation based on the Contemporary Chinese language word segmentation specification for information processing (CCLWSSIP). Participants were asked to segment Chinese sentences into individual words according to their prior knowledge of words. The results showed that Chinese readers did not follow the segmentation rules of the CCLWSSIP, and their word segmentation processing was influenced by the syntactic categories of consecutive words. In many cases, the participants did not consider the auxiliary words, adverbs, adjectives, nouns, verbs, numerals and quantifiers as single word units. Generally, Chinese readers tended to combine function words with content words to form single word units, indicating they were inclined to chunk single words into large information units during word segmentation. Additionally, the “overextension of monosyllable words” hypothesis was tested and it might need to be corrected to some degree, implying that word length have an implicit influence on Chinese readers’ segmentation processing. Implications of these results for models of word recognition and eye movement control are discussed. PMID:23408981

Personality expression in Chinese language use.

PubMed

Qiu, Lin; Lu, Jiahui; Ramsay, Jonathan; Yang, Shanshan; Qu, Weina; Zhu, Tingshao

2017-12-01

To date, little research has investigated personality expressions in languages other than English. Given that the Chinese language has the largest number of native speakers in the world, it is vitally important to examine the associations between personality and Chinese language use. In this research, we analysed Chinese microblogs and identified word categories and factorial structures associated with personality traits. We also compared our results with previous findings in English and showed that linguistic expression of personality has both universal- and language-specific aspects. Expression of personality via content words is more likely to be consistent across languages than expression via function words. This makes an important step towards uncovering universal patterns of personality expression in language. © 2016 International Union of Psychological Science.

Experience-dependent enhancement of pitch-specific responses in the auditory cortex is limited to acceleration rates in normal voice range

PubMed Central

Krishnan, Ananthanarayan; Gandour, Jackson T.; Suresh, Chandan H.

2015-01-01

The aim of this study is to determine how pitch acceleration rates within and outside the normal pitch range may influence latency and amplitude of cortical pitch-specific responses (CPR) as a function of language experience (Chinese, English). Responses were elicited from a set of four pitch stimuli chosen to represent a range of acceleration rates (two each inside and outside the normal voice range) imposed on the high rising Mandarin Tone 2. Pitch-relevant neural activity, as reflected in the latency and amplitude of scalp-recorded CPR components, varied depending on language-experience and pitch acceleration of dynamic, time-varying pitch contours. Peak latencies of CPR components were shorter in the Chinese than the English group across stimuli. Chinese participants showed greater amplitude than English for CPR components at both frontocentral and temporal electrode sites in response to pitch contours with acceleration rates inside the normal voice pitch range as compared to pitch contours with acceleration rates that exceed the normal range. As indexed by CPR amplitude at the temporal sites, a rightward asymmetry was observed for the Chinese group only. Only over the right temporal site was amplitude greater in the Chinese group relative to the English. These findings may suggest that the neural mechanism(s) underlying processing of pitch in the right auditory cortex reflect experience-dependent modulation of sensitivity to acceleration in just those rising pitch contours that fall within the bounds of one’s native language. More broadly, enhancement of native pitch stimuli and stronger rightward asymmetry of CPR components in the Chinese group is consistent with the notion that long-term experience shapes adaptive, distributed hierarchical pitch processing in the auditory cortex, and reflects an interaction with higher-order, extrasensory processes beyond the sensory memory trace. PMID:26166727

Neural correlates of processing sentences and compound words in Chinese

PubMed Central

Hung, Yi-Hui; Tzeng, Ovid; Wu, Denise H.

2017-01-01

Sentence reading involves multiple linguistic operations including processing of lexical and compositional semantics, and determining structural and grammatical relationships among words. Previous studies on Indo-European languages have associated left anterior temporal lobe (aTL) and left interior frontal gyrus (IFG) with reading sentences compared to reading unstructured word lists. To examine whether these brain regions are also involved in reading a typologically distinct language with limited morphosyntax and lack of agreement between sentential arguments, an FMRI study was conducted to compare passive reading of Chinese sentences, unstructured word lists and disconnected character lists that are created by only changing the order of an identical set of characters. Similar to previous findings from other languages, stronger activation was found in mainly left-lateralized anterior temporal regions (including aTL) for reading sentences compared to unstructured word and character lists. On the other hand, stronger activation was identified in left posterior temporal sulcus for reading unstructured words compared to unstructured characters. Furthermore, reading unstructured word lists compared to sentences evoked stronger activation in left IFG and left inferior parietal lobule. Consistent with the literature on Indo-European languages, the present results suggest that left anterior temporal regions subserve sentence-level integration, while left IFG supports restoration of sentence structure. In addition, left posterior temporal sulcus is associated with morphological compounding. Taken together, reading Chinese sentences engages a common network as reading other languages, with particular reliance on integration of semantic constituents. PMID:29194453

A Chinese Interactive Feedback System for a Virtual Campus

ERIC Educational Resources Information Center

Chen, Jui-Fa; Lin, Wei-Chuan; Jian, Chih-Yu; Hung, Ching-Chung

2008-01-01

Considering the popularity of the Internet, an automatic interactive feedback system for Elearning websites is becoming increasingly desirable. However, computers still have problems understanding natural languages, especially the Chinese language, firstly because the Chinese language has no space to segment lexical entries (its segmentation…

Chinese College Students' English Reading Comprehension in Silent and Loud Reading-Mode

ERIC Educational Resources Information Center

Jiang, Yan

2015-01-01

In language teaching, emphasis is usually placed on students' reading comprehension, because reading comprehension remains one of the main important factors for their English language learning. Research shows, however, that reading comprehension is a sophisticated process and many students have met difficulties in constructing meaning from writing…

How Do Chinese ESL Learners Recognize English Words during a Reading Test? A Comparison with Romance-Language-Speaking ESL Learners

ERIC Educational Resources Information Center

Li, Hongli; Suen, Hoi K.

2015-01-01

This study examines how Chinese ESL learners recognize English words while responding to a multiple-choice reading test as compared to Romance-language-speaking ESL learners. Four adult Chinese ESL learners and three adult Romance-language-speaking ESL learners participated in a think-aloud study with the Michigan English Language Assessment…

Mandarin Chinese Function Catalog and Rolebook. Method for Determining Language Objectives and Criteria, Volume IX.

ERIC Educational Resources Information Center

Setzler, Hubert H., Jr.; And Others

A Mandarin Chinese Function Catalog and Instructor Rolebook for Mandarin Chinese are presented. The catalog and rolebook are part of the communication/language objectives-based system (C/LOBS), which supports the front-end analysis efforts of the Defense Language Institute Foreign Language Center. The C/LOBS project, which is described in 13…

Phonological and Visual Similarity Effects in Chinese and English Language Users: Implications for the Use of Cognitive Resources in Short-Term Memory

ERIC Educational Resources Information Center

Cole, Rachel L.; Pickering, Susan J.

2010-01-01

This study investigated the encoding strategies employed by Chinese and English language users when recalling sequences of pictured objects. The working memory performance of native English participants (n = 14) and Chinese speakers of English as a second language (Chinese ESL; n = 14) was compared using serial recall of visually-presented…

Let's Tweet in Chinese! Exploring How Learners of Chinese as a Foreign Language Self-Direct Their Use of Microblogging to Learn Chinese

ERIC Educational Resources Information Center

Hsiao, Ya Ping; Broeder, Peter

2014-01-01

Twitter is becoming increasingly popular as a medium for language learning. This study explores self-directed learning via social interactions that use Twitter as an interactive learning environment. The participants in this study were thirty university students of Chinese as a foreign language at levels 1 and 2 of the "Hanyu Shuiping…

Keeping up Appearances before the "Other"? Interculturality and Occidentalism in the Educational TV-Program "Happy Chinese"

ERIC Educational Resources Information Center

Dervin, Fred; Gao, Minghui

2012-01-01

"Happy Chinese" or kuaile hanyu is an educational melodrama produced by the Chinese TV channel CCTV in 2009. Aiming to improve foreign learners' Chinese language skills, the plot revolves around Susan, an American, staying with her former Chinese classmate's family. "Happy Chinese" proposes both language and cultural learning.…

Bottom-Up or Top-Down: English as a Foreign Language Vocabulary Instruction for Chinese University Students

ERIC Educational Resources Information Center

Moskovsky, Christo; Jiang, Guowu; Libert, Alan; Fagan, Seamus

2015-01-01

Whereas there has been some research on the role of bottom-up and top-down processing in the learning of a second or foreign language, very little attention has been given to bottom-up and top-down instructional approaches to language teaching. The research reported here used a quasi-experimental design to assess the relative effectiveness of two…

Blinded by taboo words in L1 but not L2.

PubMed

Colbeck, Katie L; Bowers, Jeffrey S

2012-04-01

The present study compares the emotionality of English taboo words in native English speakers and native Chinese speakers who learned English as a second language. Neutral and taboo/sexual words were included in a Rapid Serial Visual Presentation (RSVP) task as to-be-ignored distracters in a short- and long-lag condition. Compared with neutral distracters, taboo/sexual distracters impaired the performance in the short-lag condition only. Of critical note, however, is that the performance of Chinese speakers was less impaired by taboo/sexual distracters. This supports the view that a first language is more emotional than a second language, even when words are processed quickly and automatically. (PsycINFO Database Record (c) 2012 APA, all rights reserved).

Exploring reading-spelling connection as locus of dyslexia in Chinese.

PubMed

Leong, C K; Cheng, P W; Lam, C C

2000-01-01

This paper advances the argument that in learning to read/spell Chinese characters and words, it is important for learners to understand the role of the component parts. These constituents consist of phonetic and semantic radicals, or bujians, made up of clusters of strokes in their proper sequence. Beginning readers/spellers need to be sensitive to the positional hierarchy and internal structure of these constituent parts. Those Chinese children diagnosed with developmental dyslexia tend to have more difficulties in spelling Chinese characters and in writing to dictation than in reading. A lexical decision study with two groups of tertiary students differing in their Chinese language ability was carried out to test their efficiency in processing real and pseudo characters as a function of printed frequency of the characters, and the consistency of their component semantic radicals. There is some evidence that even for adult readers differing in their Chinese language ability, lexicality, frequency of characters and the consistency of the semantic radicals affect accurate and rapid character identification. Suggestions for research and teaching approaches are made to enhance the analysis and synthesis of the phonetic and semantic radicals to promote efficient reading and spelling in Chinese.

The 'biliterate' ballot controversy: language acquisition and cultural shift among immigrants.

PubMed

Loo, C M

1985-01-01

This US study tested the validity of assumptions made regarding multilingual electoral ballot provisions. Rationale for language assistance was found to exist on the basis of number and proportion of recent immigrants, proportion of foreign born, lag of biliterate skill behind bilingual ability, linguistic differences between the Chinese language and English, and the discriminatory structure of the labor market. In California, where close to 1/2 the population is an ethnic minority, the issue is particularly relevant. Bilingual advocates view English-only advocates as "un-American" on legal and ideological grounds, while English-only advocates consider it "un-American" to be non-English speaking. In addition to census data and the existing literature, this study relies on the structured interview survey data of a representative sample of the Chinese adult population of San Francisco's Chinatown. 2/3 of the immigrants believed an immigrant should make some cultural changes, and 1/2 of the immigrants had done so. Data failed to support the claim that immigrants are uninformed that English is necessary for sociopolitical participation. Their more recent pattern of immigration, the linguistic differences between Asian languages and the English language, and structural constraints of US society make successive language acquisition difficult for Chinese migrant adults. Policy recommendations include: 1) changing language assistance criteria in the electoral process, 2) adding Vietnamese as a single language minority, 3) not considering Asian language minorities as 1 generic category, 4) justifying electoral assistance on several grounds, 5) disseminating data bearing directly on misguided assumptions related to language and cultural shift factors, and 6) renaming the "bilingual ballots" to "biliterate ballots."

Dealing with Distinctiveness. Development of Chinese in the "Australian Curriculum: Languages"

ERIC Educational Resources Information Center

Scrimgeour, Andrew; Foster, Marnie; Mao, Weifeng

2013-01-01

This article explores some of the distinctive challenges in Chinese language education in schools and discusses how the development of the "Australian Curriculum: Chinese" has responded to these challenges. It details how the curriculum framework outlined in the "Shape of the Australian Curriculum: Languages" (ACARA, 2011)…

Stakeholder Views on the Roles, Challenges, and Future Prospects of Korean and Chinese Heritage Language-Community Language Schools in Phoenix: A Comparative Study

ERIC Educational Resources Information Center

You, Byeong-keun; Liu, Na

2011-01-01

This study examines stakeholders' perspectives on Korean and Chinese heritage language and community language (HL-CL) schools and education in the Phoenix Metropolitan Area, Arizona. It investigates and compares the roles, major challenges, and future prospects of Korean and Chinese HL-CL schools as viewed by principals, teachers, and parents. To…

Teenagers Learning Chinese as a Foreign Language in a European Confucius Institute: The Relationship between Language Learner Strategies and Successful Learning Factors

ERIC Educational Resources Information Center

Cáceres-Lorenzo, MTeresa

2015-01-01

The present research aims to identify the factors involved in the successful completion of the "Young Chinese Test" 2-A1 (YCT 2-A1) at Spanish Confucius Institute (Canary Islands). Chinese as a foreign language (CFL) entails several learning difficulties compared with other European languages. This study was conducted on 61 monolingual…

Using Multimedia Technology to Teach Modern Greek Language Online in China: Development, Implementation, and Evaluation

ERIC Educational Resources Information Center

Huang, Xiaoyin; Dedegikas, Costa; Walls, Jan

2011-01-01

This article reviews the process of design, development, and implementation of the Modern Greek online courses (Chinese version) in Hellenic Studies at Simon Fraser University (SFU), in collaboration with Chinese university partners. The purpose of this study is (a) to explore the effectiveness of the course design, and (b) to reveal the…

Study on Gender-Related Speech Communication in Classical Chinese Poetry

ERIC Educational Resources Information Center

Tian, Xinhe; Qin, Dandan

2016-01-01

Gender, formed in men and women's growth which is constrained by social context, is tightly tied to the distinction which is presented in the process of men and women's language use. Hence, it's a new breakthrough for studies on gender and difference by analyzing gender-related speech communication on the background of ancient Chinese culture.

The Lived Experiences of L2 Chinese Graduate Students in American Higher Education: A Phenomenological Narrative Inquiry

ERIC Educational Resources Information Center

Zhou, Yalun

2010-01-01

The dilemmas, struggles, and conflicts of international students are ongoing research topics across disciplines. Utilizing a small culture approach that understands the "making and remaking" process (Holliday, 1999, p.247) of second language users/learners, this phenomenological narrative study explores the experiences of five L2 Chinese graduate…

Voicing as an Essential Problem of Communication: Language and Education of Chinese Immigrant Children in Globalization

ERIC Educational Resources Information Center

Dong, Jie; Dong, Yan

2013-01-01

This article explores voicing processes of identity construction among labor immigrants both inside China and in the Dutch Chinese Diaspora. We provide ethnographically grounded data oriented toward a theoretical point: voicing is an essential problem in communication. Whether one is able to achieve his voice--an outcome of a communicative…

Similar alterations in brain function for phonological and semantic processing to visual characters in Chinese dyslexia.

PubMed

Liu, Li; Wang, Wenjing; You, Wenping; Li, Yi; Awati, Neha; Zhao, Xu; Booth, James R; Peng, Danling

2012-07-01

Dyslexia in alphabetic languages has been extensively investigated and suggests a central deficit in orthography to phonology mapping in the left hemisphere. Compared to dyslexia in alphabetic languages, the central deficit for Chinese dyslexia is still unclear. Because of the logographic nature of Chinese characters, some have suggested that Chinese dyslexia should have larger deficits in the semantic system. To investigate this, Chinese children with reading disability (RD) were compared to typically developing (TD) children using functional magnetic resonance imaging (fMRI) on a rhyming judgment task and on a semantic association judgment task. RD children showed less activation for both tasks in right visual (BA18, 19) and left occipito-temporal cortex (BA 37), suggesting a deficit in visuo-orthographic processing. RD children also showed less activation for both tasks in left inferior frontal gyrus (BA44), which additionally showed significant correlations with activation of bilateral visuo-orthographic regions in the RD group, suggesting that the abnormalities in frontal cortex and in posterior visuo-orthographic regions may reflect a deficit in the connection between brain regions. Analyses failed to reveal larger differences between groups for the semantic compared to the rhyming task, suggesting that Chinese dyslexia is similarly impaired in the access to phonology and to semantics from the visual orthography. Copyright © 2012 Elsevier Ltd. All rights reserved.

Inversion effect in the visual processing of Chinese character: an fMRI study.

PubMed

Zhao, Jizheng; Liu, Jiangang; Li, Jun; Liang, Jimin; Feng, Lu; Ai, Lin; Tian, Jie

2010-07-05

Chinese people engage long-term processing of characters. It has been demonstrated that the presented orientation affects the perception of several types of stimuli when people have possessed expertise with them, e.g. face, body, and scene. However, the influence of inversion on the neural mechanism of Chinese character processing has not been sufficiently discussed. In the present study, a functional magnetic resonance imaging (fMRI) experiment is performed to examine the effect of inversion on Chinese character processing, which employs Chinese character, face and house as stimuli. The region of interest analysis demonstrates inversion leads to neural response increases for Chinese character in left fusiform character-preferential area, bilateral fusiform object-preferential area and bilateral occipital object-preferential area, and such inversion-caused changes in the response pattern of characters processing are highly similar to those of faces processing but quiet different from those of houses processing. Whole brain analysis reveals the upright characters recruit several language regions for phonology and semantic processing, however, the inverted characters activated extensive regions related to the visual information processing. Our findings reveal a shift from the character-preferential processing route to the generic object processing steam within visual cortex when the characters are inverted, and suggest that different mechanisms may underlie the upright and the inverted Chinese character, respectively. Copyright 2010 Elsevier Ireland Ltd. All rights reserved.

The Influence of Chinese Character Handwriting Diagnosis and Remedial Instruction System on Learners of Chinese as a Foreign Language

ERIC Educational Resources Information Center

Hsiao, Hsien-Sheng; Chang, Cheng-Sian; Chen, Chiao-Jia; Wu, Chia-Hou; Lin, Chien-Yu

2015-01-01

This study designed and developed a Chinese character handwriting diagnosis and remedial instruction (CHDRI) system to improve Chinese as a foreign language (CFL) learners' ability to write Chinese characters. The CFL learners were given two tests based on the CHDRI system. One test focused on Chinese character handwriting to diagnose the CFL…

Electrophysiological correlates of brand names.

PubMed

Cheung, Mei-chun; Chan, Agnes S; Sze, Sophia L

2010-11-26

EEG coherence has been used extensively in the investigation of language processing of different words categories. In contrast, relatively less is known about EEG coherence pattern of processing brand names. The present study aimed to investigate EEG coherence pattern associated with brand names in English and Chinese. EEG coherence of 32 healthy normal participants during 4 reading conditions, including concrete English words, concrete Chinese characters, English brand names and their translated Chinese brand names, were computed and compared. Regardless whether it was in English or Chinese, brand names were generally associated with higher intrahemispheric beta coherence in both the left and right hemispheres than concrete words or characters. Compared to English brand names, Chinese brand names demonstrated increased interhemispheric theta coherence in the frontal and temporal cortical regions. These results suggest that brand names tend to be processed through semantic routes. Similar to proper names and nonwords, they are represented in the lexical systems of both hemispheres. In addition, English and Chinese brand names are processed similarly at the semantic level and the difference in EEG coherence patterns associated with English and Chinese brand names is more likely due to phonological and orthographic processing that are associated with English and Chinese, respectively. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

A Novel Approach towards Medical Entity Recognition in Chinese Clinical Text

PubMed Central

Yu, Jian

2017-01-01

Medical entity recognition, a basic task in the language processing of clinical data, has been extensively studied in analyzing admission notes in alphabetic languages such as English. However, much less work has been done on nonstructural texts that are written in Chinese, or in the setting of differentiation of Chinese drug names between traditional Chinese medicine and Western medicine. Here, we propose a novel cascade-type Chinese medication entity recognition approach that aims at integrating the sentence category classifier from a support vector machine and the conditional random field-based medication entity recognition. We hypothesized that this approach could avoid the side effects of abundant negative samples and improve the performance of the named entity recognition from admission notes written in Chinese. Therefore, we applied this approach to a test set of 324 Chinese-written admission notes with manual annotation by medical experts. Our data demonstrated that this approach had a score of 94.2% in precision, 92.8% in recall, and 93.5% in F-measure for the recognition of traditional Chinese medicine drug names and 91.2% in precision, 92.6% in recall, and 91.7% F-measure for the recognition of Western medicine drug names. The differences in F-measure were significant compared with those in the baseline systems. PMID:29065612

Language Socialization and Interculturality: Address Terms in Intergenerational Talk in Chinese Diasporic Families

ERIC Educational Resources Information Center

Hua, Zhu

2010-01-01

This paper aims to contribute to the current debate on "interculturality" (IC) by investigating the process of language socialization whereby different generations of diasporic families negotiate, construct, and renew their sociocultural values and identities through interaction. Focusing on the use of address terms and "talk about social,…

English Transitivity Alternation in Second Language Acquisition: An Attentional Approach. China Perspectives

ERIC Educational Resources Information Center

Wang, Yuxia

2017-01-01

The correct use of English verb argument structure is crucial for foreign learners of the English language. Based on an experimental study recruiting 162 Chinese English learners at different proficiency levels, this book suggests that the acquisition of English transitivity alternation follows as a consequence of the cognitive processing of…

Chinese lexical networks: The structure, function and formation

NASA Astrophysics Data System (ADS)

Li, Jianyu; Zhou, Jie; Luo, Xiaoyue; Yang, Zhanxin

2012-11-01

In this paper Chinese phrases are modeled using complex networks theory. We analyze statistical properties of the networks and find that phrase networks display some important features: not only small world and the power-law distribution, but also hierarchical structure and disassortative mixing. These statistical traits display the global organization of Chinese phrases. The origin and formation of such traits are analyzed from a macroscopic Chinese culture and philosophy perspective. It is interesting to find that Chinese culture and philosophy may shape the formation and structure of Chinese phrases. To uncover the structural design principles of networks, network motif patterns are studied. It is shown that they serve as basic building blocks to form the whole phrase networks, especially triad 38 (feed forward loop) plays a more important role in forming most of the phrases and other motifs. The distinct structure may not only keep the networks stable and robust, but also be helpful for information processing. The results of the paper can give some insight into Chinese language learning and language acquisition. It strengthens the idea that learning the phrases helps to understand Chinese culture. On the other side, understanding Chinese culture and philosophy does help to learn Chinese phrases. The hub nodes in the networks show the close relationship with Chinese culture and philosophy. Learning or teaching the hub characters, hub-linking phrases and phrases which are meaning related based on motif feature should be very useful and important for Chinese learning and acquisition.

Comparison of spatiotemporal cortical activation pattern during visual perception of Korean, English, Chinese words: an event-related potential study.

PubMed

Kim, Kyung Hwan; Kim, Ja Hyun

2006-02-20

The aim of this study was to compare spatiotemporal cortical activation patterns during the visual perception of Korean, English, and Chinese words. The comparison of these three languages offers an opportunity to study the effect of written forms on cortical processing of visually presented words, because of partial similarity/difference among words of these languages, and the familiarity of native Koreans with these three languages at the word level. Single-character words and pictograms were excluded from the stimuli in order to activate neuronal circuitries that are involved only in word perception. Since a variety of cerebral processes are sequentially evoked during visual word perception, a high-temporal resolution is required and thus we utilized event-related potential (ERP) obtained from high-density electroencephalograms. The differences and similarities observed from statistical analyses of ERP amplitudes, the correlation between ERP amplitudes and response times, and the patterns of current source density, appear to be in line with demands of visual and semantic analysis resulting from the characteristics of each language, and the expected task difficulties for native Korean subjects.

Translating questionnaire items for a multi-lingual worker population: the iterative process of translation and cognitive interviews with English-, Spanish-, and Chinese-speaking workers.

PubMed

Fujishiro, Kaori; Gong, Fang; Baron, Sherry; Jacobson, C Jeffery; DeLaney, Sheli; Flynn, Michael; Eggerth, Donald E

2010-02-01

The increasing ethnic diversity of the US workforce has created a need for research tools that can be used with multi-lingual worker populations. Developing multi-language questionnaire items is a complex process; however, very little has been documented in the literature. Commonly used English items from the Job Content Questionnaire and Quality of Work Life Questionnaire were translated by two interdisciplinary bilingual teams and cognitively tested in interviews with English-, Spanish-, and Chinese-speaking workers. Common problems across languages mainly concerned response format. Language-specific problems required more conceptual than literal translations. Some items were better understood by non-English speakers than by English speakers. De-centering (i.e., modifying the English original to correspond with translation) produced better understanding for one item. Translating questionnaire items and achieving equivalence across languages require various kinds of expertise. Backward translation itself is not sufficient. More research efforts should be concentrated on qualitative approaches to developing useful research tools. Published 2009 Wiley-Liss, Inc.

Reading Comprehension, Working Memory and Higher-Level Language Skills in Children with SLI and/or Dyslexia

ERIC Educational Resources Information Center

Wong, Anita M.-Y.; Ho, Connie S.-H.; Au, Terry K.-F.; McBride, Catherine; Ng, Ashley K.-H.; Yip, Lesley P.-W.; Lam, Catherine C.-C.

2017-01-01

This study examined (1) whether working memory and higher-level languages skills--inferencing and comprehension monitoring--accounted for individual differences among Chinese children in Chinese reading comprehension, after controlling for age, Chinese word reading and oral language skills, and (2) whether children with specific language…

Chinese Language Education in Europe: The Confucius Institutes

ERIC Educational Resources Information Center

Starr, Don

2009-01-01

This article explores the background to the Chinese government's decision to embark on a programme of promoting the study of Chinese language and culture overseas. This includes the impact of Joseph Nye's concept of "soft power" in China, ownership of the national language, the Confucius connection, and how these factors interact with…

A Comprehensive Evaluation of a K-5 Chinese Language Immersion Program

ERIC Educational Resources Information Center

Jacobson, Shoufen

2013-01-01

This dissertation was designed to provide a comprehensive data-driven evaluation of a Chinese language Immersion Program (CIP) for the stakeholders. CIP was implemented in 2006 with a goal for students to become proficient in the Chinese language and develop increased cultural awareness while reaching at least the same level of academic…

Chinese Language Teachers' Orientation to Reading Instruction and Their Instructional Practices

ERIC Educational Resources Information Center

Lau, Kit-ling

2007-01-01

This study aimed to develop a set of quantitative instruments to investigate Hong Kong Chinese language teachers' orientation to reading instruction, their instructional practices and the relation between these two constructs under the implementation of the new curriculum. A total of 493 Chinese language teachers from 170 secondary schools in Hong…

Influence of Second Language Proficiency and Syntactic Structure Similarities on the Sensitivity and Processing of English Passive Sentence in Late Chinese-English Bilinguists: An ERP Study

ERIC Educational Resources Information Center

Chang, Xin; Wang, Pei

2016-01-01

To investigate the influence of L2 proficiency and syntactic similarity on English passive sentence processing, the present ERP study asked 40 late Chinese-English bilinguals (27 females and 13 males, mean age = 23.88) with high or intermediate L2 proficiency to read the sentences carefully and to indicate for each sentence whether or not it was…

Investigating the Effectiveness of Computer-Assisted Language Learning (CALL) Using Google Documents in Enhancing Writing--A Study on Senior 1 Students in a Chinese Independent High School

ERIC Educational Resources Information Center

Ambrose, Regina Maria; Palpanathan, Shanthini

2017-01-01

Computer-assisted language learning (CALL) has evolved through various stages in both technology as well as the pedagogical use of technology (Warschauer & Healey, 1998). Studies show that the CALL trend has facilitated students in their English language writing with useful tools such as computer based activities and word processing. Students…

Why Should Bilingualized Dictionary of Turkish Be Used in Teaching Turkish as a Foreign Language?

ERIC Educational Resources Information Center

Baskin, Sami

2018-01-01

The first person to learn Turkish as a foreign language is a Chinese woman writing Turkish love letters for her exiled husband in the 4th century. However, we do not know much about how this woman learned Turkish. The known history of teaching Turkish as a Foreign Language goes back to the first concrete material produced for this process. They…

The Comparison of Inductive Reasoning under Risk Conditions between Chinese and Japanese Based on Computational Models: Toward the Application to CAE for Foreign Language

ERIC Educational Resources Information Center

Zhang, Yujie; Terai, Asuka; Nakagawa, Masanori

2013-01-01

Inductive reasoning under risk conditions is an important thinking process not only for sciences but also in our daily life. From this viewpoint, it is very useful for language learning to construct computational models of inductive reasoning which realize the CAE for foreign languages. This study proposes the comparison of inductive reasoning…

Adult Chinese as a Second Language Learners' Willingness to Communicate in Chinese: Effects of Cultural, Affective, and Linguistic Variables.

PubMed

Liu, Meihua

2017-06-01

The present research explored the effects of cultural, affective, and linguistic variables on adult Chinese as a second language learners' willingness to communicate in Chinese. One hundred and sixty-two Chinese as a second language learners from a Chinese university answered the Willingness to Communicate in Chinese Scale, the Intercultural Sensitivity Scale, Chinese Speaking Anxiety Scale, Chinese Learning Motivation Scale, Use of Chinese Profile, as well as the Background Questionnaire. The major findings were as follows: (1) the Willingness to Communicate in Chinese Scales were significantly negatively correlated with Chinese Speaking Anxiety Scale but positively correlated with length of stay in China and (2) Chinese Speaking Anxiety Scale was a powerful negative predictor for the overall willingness to communicate in Chinese and the Willingness to Communicate in Chinese Scales, followed by length of stay in China, Chinese Learning Motivation Scale, interaction attentiveness, and Chinese proficiency level. Apparently, students' willingness to communicate in Chinese is largely determined by their Chinese Speaking Anxiety Scale level and length of stay in China, mediated by other variables such as Chinese proficiency level and intercultural communication sensitivity level.

"Crossing the Rubicon": Understanding Chinese EFL Students' Volitional Process Underlying In-Class Participation with the Theory of Planned Behaviour

ERIC Educational Resources Information Center

Girardelli, Davide; Patel, Vijay K.; Martins-Shannon, Janine

2017-01-01

An extended model based on the theory of planned behaviour (TPB) was used to study Chinese English as a foreign language (EFL) students' in-class participation. The model included the core TPB constructs (behavioural intentions, attitudes, subjective norms, and perceived behavioural control/self-efficacy) and 2 additional constructs (foreign…

Cultural differences in strategic behavior: a study in computational estimation.

PubMed

Imbo, Ineke; Lefevre, Jo-Anne

2011-09-01

Imbo and LeFevre (2009) observed that Asians (responding in their 2nd language) selected strategies less adaptively than did non-Asians (responding in their 1st language). In the present research, we tested whether adaptive strategy selection is (a) really more resource demanding for Asians than for non-Asians or (b) more resource demanding for participants answering in a nonpreferred language. Three groups of participants were tested on a computational estimation task (e.g., 42 × 57 ≈ ?) in no-load and load conditions: 40 Belgian-educated adults who answered in their first language (Dutch), 40 Chinese-educated adults who answered in their first language (Chinese), and 40 Chinese-educated adults who answered in their second language (English). Although the Chinese were faster and more accurate than the Belgians, they selected strategies less adaptively. That is, the Chinese were less likely to choose the strategy that produced the best estimate; this was especially so when their working memory was loaded. Further, we also observed that the Chinese who answered in English were slower than the Chinese who answered in Chinese; this difference was larger for difficult strategies and under working memory load. These results are interpreted in terms of the encoding complex model, whereas the explanation for the adaptivity results is based on cultural differences in educational history. (c) 2011 APA, all rights reserved.

Processing emotional words in two languages with one brain: ERP and fMRI evidence from Chinese-English bilinguals.

PubMed

Chen, Peiyao; Lin, Jie; Chen, Bingle; Lu, Chunming; Guo, Taomei

2015-10-01

Emotional words in a bilingual's second language (L2) seem to have less emotional impact compared to emotional words in the first language (L1). The present study examined the neural mechanisms of emotional word processing in Chinese-English bilinguals' two languages by using both event-related potentials (ERPs) and functional magnetic resonance imaging (fMRI). Behavioral results show a robust positive word processing advantage in L1 such that responses to positive words were faster and more accurate compared to responses to neutral words and negative words. In L2, emotional words only received higher accuracies than neutral words. In ERPs, positive words elicited a larger early posterior negativity and a smaller late positive component than neutral words in L1, while a trend of reduced N400 component was found for positive words compared to neutral words in L2. In fMRI, reduced activation was found for L1 emotional words in both the left middle occipital gyrus and the left cerebellum whereas increased activation in the left cerebellum was found for L2 emotional words. Altogether, these results suggest that emotional word processing advantage in L1 relies on rapid and automatic attention capture while facilitated semantic retrieval might help processing emotional words in L2. Copyright © 2015 Elsevier Ltd. All rights reserved.

Home Literacy Environment and English Language and Literacy Skills among Chinese Young Children Who Learn English as a Second Language

ERIC Educational Resources Information Center

Yeung, Susanna S.; King, Ronnel B.

2016-01-01

The present study explored the home literacy environment for Chinese ESL kindergarteners and examined the relationships between home literacy practices and language and literacy skills. Ninety Hong Kong Chinese ESL kindergarteners were assessed for English vocabulary, phonological awareness, letter knowledge and word reading. Their parents…

English Phonological Awareness in Bilinguals: A Cross-Linguistic Study of Tamil, Malay and Chinese English-Language Learners

ERIC Educational Resources Information Center

Dixon, L. Quentin; Chuang, Hui-Kai; Quiroz, Blanca

2012-01-01

To test the lexical restructuring hypothesis among bilingual English-language learners, English phonological awareness (PA), English vocabulary and ethnic language vocabulary (Mandarin Chinese, Malay or Tamil) were assessed among 284 kindergarteners (168 Chinese, 71 Malays and 45 Tamils) in Singapore. A multi-level regression analysis showed that…

Humanistic Content in the Chinese Language Textbooks for Nine Year Compulsory Education

ERIC Educational Resources Information Center

Yang, Xiao; Sargent, Tanja

2011-01-01

In this paper, we employ quantitative and qualitative content analysis to investigate the nature of humanistic value content in the Chinese language arts curriculum and whether or not this varies across old and new versions of the textbooks. Our findings illustrate the various dimensions of humanistic value content in the Chinese language arts…

Exploring Potential Uses of ICT in Chinese Language Arts Instruction: Eight Teachers' Perspectives

ERIC Educational Resources Information Center

Lin, Janet Mei-Chuen; Lee, Greg C.; Chen, Hsiu-Yen

2004-01-01

Eight experienced Chinese language arts teachers from a typical junior high school in Taiwan participated in this study to discuss the potential uses of information and communications technologies (ICT) in Chinese language arts instruction. After meeting for 12 roundtable sessions and using a web forum as a supplement for exchanging ideas, they…

Cross-Language Differences in Informational Masking of Speech by Speech: English versus Mandarin Chinese

ERIC Educational Resources Information Center

Wu, Xihong; Yang, Zhigang; Huang, Ying; Chen, Jing; Li, Liang; Daneman, Meredyth; Schneider, Bruce A.

2011-01-01

Purpose: The purpose of the study was to determine why perceived spatial separation provides a greater release from informational masking in Chinese than English when target sentences in each of the languages are masked by other talkers speaking the same language. Method: Monolingual speakers of English and Mandarin Chinese listened to…

Examining the Need for Chinese Language Programs in Mid-Atlantic Community Colleges

ERIC Educational Resources Information Center

Uhey, Ruth Ann Johnson

2012-01-01

Public education reform designed for K-12 and higher education exists to transform teaching and learning within the United States in order to graduate today's student. One specific initiative on the federal, state, and local levels is the implementation of Chinese language programs. Some of the Chinese language programs in the K-12 education…

Chinese as a Second Language, Level I: Teacher's Manual.

ERIC Educational Resources Information Center

Lew, Helene

The lessons in this booklet are developed for the Chinese Bilingual Pilot Program, San Francisco Unified School District. The main objective is to teach Cantonese to non-Chinese speaking children so that they can use this new language in a meaningful way such as, carry on a simple conversation in that language. The ultimate goal in the oral…

Where Research, Practice and the Authority Meet: A Collaborative Inquiry for Development of Technology-Enhanced Chinese Language Curricula

ERIC Educational Resources Information Center

Wong, Lung Hsiang; Gao, Ping; Chai, Ching Sing; Chin, Chee Kuen

2011-01-01

This collaborative inquiry project brought together 14 Chinese Language teachers, 4 researchers and 2 Ministry of Education (MOE) curriculum specialists to co-design the Chinese Language curricula with the integrated use of information and communication technology (ICT). Three qualitative data sources--one-to-one interviews, focus group…

Adoption of Blogging by a Chinese Language Composition Class in a Vocational High School in Taiwan

ERIC Educational Resources Information Center

Lou, Shi-Jer; Wu, Shi-Chiao; Shih, Ru-Chu; Tseng, Kuo-Hung

2010-01-01

The purpose of this study was to examine the effect of adopting blogging upon Chinese language composition instruction in a vocational high school in Taiwan. The researchers developed a model that utilises blogging in Chinese language composition instruction. Forty randomly selected students from a public vocational high school served as the…

The Global Reach of Chinese Soft Power: China’s Rise and America’s Decline?

DTIC Science & Technology

2007-09-01

Chinese-language television, music , and film are appealing to more developing nations. The Philippines hosts its own Chinese film festival and even... tourism , promoting the Chinese-culture and language by osmosis. As Beijing has relaxed its policies and encouraged outward investment, Chinese...Chinese Migrants and the Power of Guanxi,” Asia Times, 30 July 2004. 21 Beijing’s relaxation of tourism limits has also allowed more Chinese to

China's language input system in the digital age affects children's reading development.

PubMed

Tan, Li Hai; Xu, Min; Chang, Chun Qi; Siok, Wai Ting

2013-01-15

Written Chinese as a logographic system was developed over 3,000 y ago. Historically, Chinese children have learned to read by learning to associate the visuo-graphic properties of Chinese characters with lexical meaning, typically through handwriting. In recent years, however, many Chinese children have learned to use electronic communication devices based on the pinyin input method, which associates phonemes and English letters with characters. When children use pinyin to key in letters, their spelling no longer depends on reproducing the visuo-graphic properties of characters that are indispensable to Chinese reading, and, thus, typing in pinyin may conflict with the traditional learning processes for written Chinese. We therefore tested character reading ability and pinyin use by primary school children in three Chinese cites: Beijing (n = 466), Guangzhou (n = 477), and Jining (n = 4,908). Children with severe reading difficulty are defined as those who were normal in nonverbal IQ but two grades (i.e., 2 y) behind in character-reading achievement. We found that the overall incidence rate of severe reading difficulty appears to be much higher than ever reported on Chinese reading. Crucially, we found that children's reading scores were significantly negatively correlated with their use of the pinyin input method, suggesting that pinyin typing on e-devices hinders Chinese reading development. The Chinese language has survived the technological challenges of the digital era, but the benefits of communicating digitally may come with a cost in proficient learning of written Chinese.

On Chinese Culture Curriculum Planning

ERIC Educational Resources Information Center

Wang, Catherine

2006-01-01

The importance of cultural elements in foreign language teaching has been widely accepted in recent years. This applies particularly to the teaching of Chinese as a foreign language (TCFL) to non-native Chinese speakers at tertiary level in mainland China. However, there is no commonly accepted blueprint that defines the parts of Chinese culture…

Saving Chinese-Language Education in Singapore

ERIC Educational Resources Information Center

Lee, Cher Leng

2012-01-01

Three-quarters of Singapore's population consists of ethnic Chinese, and yet, learning Chinese (Mandarin) has been a headache for many Singapore students. Recently, many scholars have argued that the rhetoric of language planning for Mandarin Chinese should be shifted from emphasizing its cultural value to stressing its economic value since…

Factors Influencing the Learning of Chinese Characters

ERIC Educational Resources Information Center

Sung, Ko-Yin; Wu, Hsiao-Ping

2011-01-01

This survey study, which involved 108 language learners enrolled in first-year Chinese as a foreign language classrooms in the United States, intended to address the research questions, "What types of Chinese-character learning strategies do US learners use?" and "Do US learners' Chinese-character learning strategy use differ based on the…

Teaching Chinese Negotiating Style through Examination of Key Chinese Categories.

ERIC Educational Resources Information Center

Myers, Dan

This study examined different shades of meaning that a single word may have in Chinese in an effort to better understand the relationship between language and culture. An understanding of the exact meaning of Chinese words and expressions can greatly assist non-Chinese in understanding both the language and the society as a whole. A total of 102…

Cracking the Chinese Character: Radical Sensitivity in Learners of Chinese as a Foreign Language and Its Relationship to Chinese Word Reading

ERIC Educational Resources Information Center

Tong, Xiuli; Yip, Joanna Hew Yan

2015-01-01

Radicals are building blocks of Chinese complex characters and exhibit certain positional, phonological and semantic regularities. This study investigated whether adult non-native learners of Mandarin Chinese as a foreign language (CFL) were aware of the positional (orthographic), phonological and semantic information of radicals, and whether such…

The Effects of Language on English Language Learners' Music Preferences

ERIC Educational Resources Information Center

Gosselin, Pei-Ying Lin

2017-01-01

The purpose of this study was to investigate the effects of songs in different languages on English language learners' (ELLs) music preferences. The participants (N = 62) were Chinese graduate students from a state university in the Midwestern United States. The survey contained nine excerpts from popular songs in three languages: Chinese (the…

Lexical Encoding of L2 Tones: The Role of L1 Stress, Pitch Accent and Intonation

ERIC Educational Resources Information Center

Braun, Bettina; Galts, Tobias; Kabak, Baris

2014-01-01

Native language prosodic structure is known to modulate the processing of non-native suprasegmental information. It has been shown that native speakers of French, a language without lexical stress, have difficulties storing non-native stress contrasts. We investigated whether the ability to store lexical tone (as in Mandarin Chinese) also depends…

Cross-Lagged Cross-Subject Bidirectional Predictions among Achievements in Mathematics, English Language and Chinese Language of School Children

ERIC Educational Resources Information Center

Mok, Magdalena Mo Ching; Zhu, Jinxin; Law, Cecilia Lai Kwan

2017-01-01

This study aimed to explore the cross-lagged association of achievements in mathematics and languages. While the effect of language on achievements in mathematics is well-documented, few studies have examined the reciprocal relationships among mathematics, the Chinese language and the English language in the same study. This study conducted a…

A Critical Review of Research on Strategies in Learning Chinese as Both a Second and Foreign Language

ERIC Educational Resources Information Center

Jiang, Xiaoli; Cohen, Andrew D.

2012-01-01

This article critically reviews strategy research on learning Chinese both as a second and foreign language. Through a careful examination of major data bases in both the Chinese and English languages, the article summarizes research in the field and the principal research methods used in the studies reviewed. Moreover, key limitations in research…

Which Learning Style is Most Effective in Learning Chinese as a Second Language

ERIC Educational Resources Information Center

Ren, Guanxin

2013-01-01

Chinese is not only a tonal but also a visual language represented by tens of thousands of characters which are pictographic in nature. This presents a great challenge to learners whose mother tongue is alphabetical-based such as English. To assist English-speaking background learners to learn Chinese as a Second Language (CSL) well, a good…

The Role of Emotionality in Teacher Change: The Case of Chinese Language Teachers in Hong Kong

ERIC Educational Resources Information Center

Loh, Elizabeth K. Y.; Tam, Loretta C. W.

2017-01-01

Over the past decade, Chinese language teachers in Hong Kong have experienced a series of educational reforms. They are now expected to design and implement their own school-based Chinese language curriculum, and adopt innovative pedagogies and customized materials in the classroom. The current literature suggests that some teachers are not ready…

The Wor(l)d is a Collage: Multi-Performance by Chinese Heritage Language Speakers

ERIC Educational Resources Information Center

He, Agnes Weiyun

2013-01-01

This study examines the simultaneous use of English and Chinese by speakers of Chinese as a heritage language (CHL). It focuses on spontaneous, dynamic, and high-density mixing of the two languages within the smallest building block of a speaking turn: the turn constructional unit (TCU). Drawing upon data from different age and proficiency groups,…

Promoting cancer screening among Ontario Chinese women.

PubMed

Howlett, Roberta I; Larsh, Susan; Dobi, Lorna; Mai, Verna

2009-01-01

Cancer screening participation is typically low among newcomers to Canada. Consequently, mortality and morbidity rates are higher in ethno/cultural populations. There are inherent challenges in reaching these population groups to increase awareness and participation in cancer screening. Many reports have cited the need for culturally appropriate materials and multi-pronged strategies for effective outreach in the Chinese community. This paper outlines the consultation/development process and evaluation strategy for promoting cancer screening among Chinese women with limited English language skills. As Chinese is the third most commonly spoken language in Canada, this community education project focused on health promoters providing services to Chinese women 50 years and older. Ontario communities. Partners and stakeholders were consulted and engaged to define the best approach to develop and distribute culturally sensitive public education resources to assist communities in realizing greater awareness of and participation in cancer screening. Customized resource kits were developed and distributed to the target population over the course of two phases of this project. An evaluation strategy was designed and implemented to assess the impact of the project. The process to develop culturally sensitive and evidence-based materials for Chinese is detailed in this article. This multi-year project designed and distributed customized resource kits, through consultation with partners and stakeholders. Project outcomes will be further assessed one year after distribution of the kits. This project template may be useful for adaptation and use in other ethnocultural groups within and outside Ontario.

Development of brain networks involved in spoken word processing of Mandarin Chinese.

PubMed

Cao, Fan; Khalid, Kainat; Lee, Rebecca; Brennan, Christine; Yang, Yanhui; Li, Kuncheng; Bolger, Donald J; Booth, James R

2011-08-01

Developmental differences in phonological and orthographic processing of Chinese spoken words were examined in 9-year-olds, 11-year-olds and adults using functional magnetic resonance imaging (fMRI). Rhyming and spelling judgments were made to two-character words presented sequentially in the auditory modality. Developmental comparisons between adults and both groups of children combined showed that age-related changes in activation in visuo-orthographic regions depended on a task. There were developmental increases in the left inferior temporal gyrus and the right inferior occipital gyrus in the spelling task, suggesting more extensive visuo-orthographic processing in a task that required access to these representations. Conversely, there were developmental decreases in activation in the left fusiform gyrus and left middle occipital gyrus in the rhyming task, suggesting that the development of reading is marked by reduced involvement of orthography in a spoken language task that does not require access to these orthographic representations. Developmental decreases may arise from the existence of extensive homophony (auditory words that have multiple spellings) in Chinese. In addition, we found that 11-year-olds and adults showed similar activation in the left superior temporal gyrus across tasks, with both groups showing greater activation than 9-year-olds. This pattern suggests early development of perceptual representations of phonology. In contrast, 11-year-olds and 9-year-olds showed similar activation in the left inferior frontal gyrus across tasks, with both groups showing weaker activation than adults. This pattern suggests late development of controlled retrieval and selection of lexical representations. Altogether, this study suggests differential effects of character acquisition on development of components of the language network in Chinese as compared to previous reports on alphabetic languages. Published by Elsevier Inc.

CHINESE-MANDARIN FOR SECONDARY SCHOOL, PART 1--TEACHER'S HANDBOOK.

ERIC Educational Resources Information Center

San Francisco State Coll., CA.

THIS TEACHER'S HANDBOOK IS FOR LANGUAGE LABORATORY INSTRUCTION IN MANDARIN CHINESE IN SECONDARY SCHOOLS. THE MATERIALS ARE PLANNED ACCORDING TO THE CHINESE CURRICULUM ADOPTED BY THE ADVISORY COMMITTEE ON CHINESE LANGUAGE INSTRUCTION IN CALIFORNIA PUBLIC SCHOOLS, AND CONSTITUTE THE FIRST LEVEL OF A 4-YEAR SEQUENCE TO BE USED BY NINTH-GRADE…

Using "Reading to Learn" (R2L) Pedagogy to Teach Discussion Genre to Non-Chinese-Speaking Students in Hong Kong

ERIC Educational Resources Information Center

Shum, Mark Shiu-kee; Tai, Chung Pui; Shi, Dan

2018-01-01

Non-Chinese-speaking (NCS) South Asian students, as ethnic minority group in Hong Kong, are the main disadvantaged social cohort in Chinese language learning. It has been a challenge for L1 Chinese teachers to conduct L2 Chinese teaching to NCS students with diversified native languages and socio-cultural backgrounds. "Reading to Learn,…

Reading Comprehension Difficulties in Chinese-English Bilingual Children.

PubMed

Tong, Xiuhong; McBride, Catherine; Shu, Hua; Ho, Connie Suk-Han

2018-02-01

The co-occurrence of reading comprehension difficulties for first language (L1) Chinese and second language (L2) English and associated longitudinal cognitive-linguistic correlates in each language were investigated. Sixteen poor comprehenders in English and 16 poor comprehenders in Chinese, 18 poor readers in both, and 18 children with normal performance in both were identified at age 10. The prevalence rate for being poor in both was 52.94%, suggesting that approximately half of children who are at risk for Chinese reading comprehension difficulty are also at risk for English reading comprehension difficulty. Chinese word reading, phonological, and morphological awareness were longitudinal correlates of poor comprehension in Chinese. English word reading and vocabulary were longitudinal correlates of poor comprehension in English. Chinese phonological awareness was an additional correlate of poor comprehension in English. Moreover, poor comprehenders in both Chinese and English showed slower rapid automatized naming scores than the other groups. Findings highlight some factors that might be critical for reading comprehension in L1 Chinese and L2 English; fluency is likely to be a critical part of reading comprehension across languages. Copyright © 2017 John Wiley & Sons, Ltd. Copyright © 2017 John Wiley & Sons, Ltd.

A Character Level Based and Word Level Based Approach for Chinese-Vietnamese Machine Translation.

PubMed

Tran, Phuoc; Dinh, Dien; Nguyen, Hien T

2016-01-01

Chinese and Vietnamese have the same isolated language; that is, the words are not delimited by spaces. In machine translation, word segmentation is often done first when translating from Chinese or Vietnamese into different languages (typically English) and vice versa. However, it is a matter for consideration that words may or may not be segmented when translating between two languages in which spaces are not used between words, such as Chinese and Vietnamese. Since Chinese-Vietnamese is a low-resource language pair, the sparse data problem is evident in the translation system of this language pair. Therefore, while translating, whether it should be segmented or not becomes more important. In this paper, we propose a new method for translating Chinese to Vietnamese based on a combination of the advantages of character level and word level translation. In addition, a hybrid approach that combines statistics and rules is used to translate on the word level. And at the character level, a statistical translation is used. The experimental results showed that our method improved the performance of machine translation over that of character or word level translation.

Examining the English Language Policy for Ethnic Minority Students in a Chinese University: A Language Ideology and Language Regime Perspective

ERIC Educational Resources Information Center

Han, Yawen; De Costa, Peter I.; Cui, Yaqiong

2016-01-01

We focus on the learning of English in a Chinese university in Jiangsu and the university's preferential language policy, which allowed Uyghur minority students from Xinjiang to be enrolled despite their lower scores in the entrance examination. Guided by the constructs of language ideologies [Kroskrity, P. V. (2000). "Regimes of language:…

Measuring Adult Learners' Foreign Language Anxiety, Motivational Factors, and Achievement Expectations: A Comparative Study between Chinese as a Second-Language Students and English as a Second-Language Students

ERIC Educational Resources Information Center

Lin, Li-Ching

2013-01-01

This dissertation focuses on interpreting the impacts of foreign language anxiety and individual characteristics on the achievement expectations of Chinese second-language learners and English second-language students at the university level. Four research questions are examined through quantitative design. In relation to methodology, this study…

Home Literacy Environment and Word Knowledge Development: A Study of Young Learners of Chinese as a Heritage Language

ERIC Educational Resources Information Center

Zhang, Dongbo; Koda, Keiko

2011-01-01

This study examined young Heritage Language (HL) learners' home literacy environment and its impact on HL word-knowledge development, focusing on a group of Chinese-English bilingual children learning to read in Chinese as a Heritage Language in the United States. A home literacy survey revealed that parents mostly used HL to talk to children,…

Novel Noun and Verb Learning in Chinese-, English-, and Japanese-Speaking Children

ERIC Educational Resources Information Center

Imai, Mutsumi; Li, Lianjing; Haryu, Etsuko; Okada, Hiroyuki; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick; Shigematsu, Jun

2008-01-01

When can children speaking Japanese, English, or Chinese map and extend novel nouns and verbs? Across 6 studies, 3- and 5-year-old children in all 3 languages map and extend novel nouns more readily than novel verbs. This finding prevails even in languages like Chinese and Japanese that are assumed to be verb-friendly languages (e.g., T. Tardif,…

Comparing Local and International Chinese Students' English Language Learning Strategies

ERIC Educational Resources Information Center

Anthony, Margreat Aloysious; Ganesen, Sree Nithya

2012-01-01

According to Horwitz (1987) learners' belief about language learning are influenced by previous language learning experiences as well as cultural background. This study examined the English Language Learning Strategies between local and international Chinese students who share the same cultural background but have been exposed to different…

The New Zealand-Born Chinese Community of Auckland: Aspects of Language Maintenance and Shift.

ERIC Educational Resources Information Center

Sun, Susan

1999-01-01

Examines the Chinese immigrant community in Auckland, New Zealand and how they address the question of first language maintenance in their largely new English-speaking environment. Shows that language maintenance, especially the written language is going to be an uphill struggle. (Author/VWL)

Reading Motivation and Reading Comprehension in Chinese and English among Bilingual Students

ERIC Educational Resources Information Center

Lin, Dan; Wong, Ka Ki; McBride-Chang, Catherine

2012-01-01

One hundred four Hong Kong Chinese fifth graders completed a questionnaire on eight separate motivational subscales related to reading separately for Chinese as a first language (L1) and English as a foreign language (EFL) in addition to measures of both Chinese and English reading comprehension. Motivations related to self-efficacy, curiosity,…

Becoming Laoshi in US High Schools: Case Studies of Three Foreign-Born Chinese Language Teacher Candidates

ERIC Educational Resources Information Center

Liu, Xiao

2012-01-01

The foreign-born Chinese speakers that currently make up the largest component of those training to become Chinese language teachers encounter challenges during their internship that differ significantly from those experienced by interns who are more familiar with U.S. culture and institutions. Qualitative case studies of three Chinese language…

Effects of Using Self-Explanation on a Web-Based Chinese Sentence-Learning System

ERIC Educational Resources Information Center

Chang, Jia-Wei; Lee, Ming-Che; Su, Chien-Yuan; Wang, Tzone-I

2017-01-01

Chinese as a foreign language (CFL) learners generally encounter difficulty in using some special rules of Chinese grammar because such grammar points do not exist in their native languages. CFL learners require an effective learning strategy to assist them in acquiring a greater understanding of Chinese grammar. Thus, we integrated a…

The China Educational Development Yearbook, Volume 2. The Chinese Academy of Social Sciences Yearbooks: Educational Development

ERIC Educational Resources Information Center

Dongping, Yang, Ed.; Chungqing, Chai, Ed.

2010-01-01

The second volume of the English-language The China Educational Development Yearbook offers international scholars a glimpse into key issues in Chinese education today from the perspective of Chinese academics, practitioners, and applied researchers. An edited translation of the 2009 volume of the Chinese-language "Blue Book of…

Measuring social desirability across language and sex: A comparison of Marlowe-Crowne Social Desirability Scale factor structures in English and Mandarin Chinese in Malaysia.

PubMed

Kurz, A Solomon; Drescher, Christopher F; Chin, Eu Gene; Johnson, Laura R

2016-06-01

Malaysia is a Southeast Asian country in which multiple languages are prominently spoken, including English and Mandarin Chinese. As psychological science continues to develop within Malaysia, there is a need for psychometrically sound instruments that measure psychological phenomena in multiple languages. For example, assessment tools for measuring social desirability could be a useful addition in psychological assessments and research studies in a Malaysian context. This study examined the psychometric performance of the English and Mandarin Chinese versions of the Marlowe-Crowne Social Desirability Scale when used in Malaysia. Two hundred and eighty-three students (64% female; 83% Chinese, 9% Indian) from two college campuses completed the Marlowe-Crowne Social Desirability Scale in their language of choice (i.e., English or Mandarin Chinese). Proposed factor structures were compared with confirmatory factor analysis, and multiple indicators-multiple causes models were used to examine measurement invariance across language and sex. Factor analyses supported a two-factor structure (i.e., Attribution and Denial) for the measure. Invariance tests revealed the scale was invariant by sex, indicating that social desirability can be interpreted similarly across sex. The scale was partially invariant by language version, with some non-invariance observed within the Denial factor. Non-invariance may be related to differences in the English and Mandarin Chinese languages, as well as cultural differences. Directions for further research include examining the measurement of social desirability in other contexts where both English and Mandarin Chinese are spoken (i.e., China) and further examining the causes of non-invariance on specific items. © 2016 The Institute of Psychology, Chinese Academy of Sciences and John Wiley & Sons Australia, Ltd.

Brain responses before and after intensive second language learning: proficiency based changes and first language background effects in adult learners.

PubMed

White, Erin Jacquelyn; Genesee, Fred; Steinhauer, Karsten

2012-01-01

This longitudinal study tracked the neuro-cognitive changes associated with second language (L2) grammar learning in adults in order to investigate how L2 processing is shaped by a learner's first language (L1) background and L2 proficiency. Previous studies using event-related potentials (ERPs) have argued that late L2 learners cannot elicit a P600 in response to L2 grammatical structures that do not exist in the L1 or that are different in the L1 and L2. We tested whether the neuro-cognitive processes underlying this component become available after intensive L2 instruction. Korean- and Chinese late-L2-learners of English were tested at the beginning and end of a 9-week intensive English-L2 course. ERPs were recorded while participants read English sentences containing violations of regular past tense (a grammatical structure that operates differently in Korean and does not exist in Chinese). Whereas no P600 effects were present at the start of instruction, by the end of instruction, significant P600s were observed for both L1 groups. Latency differences in the P600 exhibited by Chinese and Korean speakers may be attributed to differences in L1-L2 reading strategies. Across all participants, larger P600 effects at session 2 were associated with: 1) higher levels of behavioural performance on an online grammaticality judgment task; and 2) with correct, rather than incorrect, behavioural responses. These findings suggest that the neuro-cognitive processes underlying the P600 (e.g., "grammaticalization") are modulated by individual levels of L2 behavioural performance and learning.

Brain Responses before and after Intensive Second Language Learning: Proficiency Based Changes and First Language Background Effects in Adult Learners

PubMed Central

White, Erin Jacquelyn; Genesee, Fred; Steinhauer, Karsten

2012-01-01

This longitudinal study tracked the neuro-cognitive changes associated with second language (L2) grammar learning in adults in order to investigate how L2 processing is shaped by a learner’s first language (L1) background and L2 proficiency. Previous studies using event-related potentials (ERPs) have argued that late L2 learners cannot elicit a P600 in response to L2 grammatical structures that do not exist in the L1 or that are different in the L1 and L2. We tested whether the neuro-cognitive processes underlying this component become available after intensive L2 instruction. Korean- and Chinese late-L2-learners of English were tested at the beginning and end of a 9-week intensive English-L2 course. ERPs were recorded while participants read English sentences containing violations of regular past tense (a grammatical structure that operates differently in Korean and does not exist in Chinese). Whereas no P600 effects were present at the start of instruction, by the end of instruction, significant P600s were observed for both L1 groups. Latency differences in the P600 exhibited by Chinese and Korean speakers may be attributed to differences in L1–L2 reading strategies. Across all participants, larger P600 effects at session 2 were associated with: 1) higher levels of behavioural performance on an online grammaticality judgment task; and 2) with correct, rather than incorrect, behavioural responses. These findings suggest that the neuro-cognitive processes underlying the P600 (e.g., “grammaticalization”) are modulated by individual levels of L2 behavioural performance and learning. PMID:23300641

Speculation detection for Chinese clinical notes: Impacts of word segmentation and embedding models.

PubMed

Zhang, Shaodian; Kang, Tian; Zhang, Xingting; Wen, Dong; Elhadad, Noémie; Lei, Jianbo

2016-04-01

Speculations represent uncertainty toward certain facts. In clinical texts, identifying speculations is a critical step of natural language processing (NLP). While it is a nontrivial task in many languages, detecting speculations in Chinese clinical notes can be particularly challenging because word segmentation may be necessary as an upstream operation. The objective of this paper is to construct a state-of-the-art speculation detection system for Chinese clinical notes and to investigate whether embedding features and word segmentations are worth exploiting toward this overall task. We propose a sequence labeling based system for speculation detection, which relies on features from bag of characters, bag of words, character embedding, and word embedding. We experiment on a novel dataset of 36,828 clinical notes with 5103 gold-standard speculation annotations on 2000 notes, and compare the systems in which word embeddings are calculated based on word segmentations given by general and by domain specific segmenters respectively. Our systems are able to reach performance as high as 92.2% measured by F score. We demonstrate that word segmentation is critical to produce high quality word embedding to facilitate downstream information extraction applications, and suggest that a domain dependent word segmenter can be vital to such a clinical NLP task in Chinese language. Copyright © 2016 Elsevier Inc. All rights reserved.

Congenital Amusia in Speakers of a Tone Language: Association with Lexical Tone Agnosia

ERIC Educational Resources Information Center

Nan, Yun; Sun, Yanan; Peretz, Isabelle

2010-01-01

Congenital amusia is a neurogenetic disorder that affects the processing of musical pitch in speakers of non-tonal languages like English and French. We assessed whether this musical disorder exists among speakers of Mandarin Chinese who use pitch to alter the meaning of words. Using the Montreal Battery of Evaluation of Amusia, we tested 117…

Reading is fundamentally similar across disparate writing systems: A systematic characterization of how words and characters influence eye movements in Chinese reading

PubMed Central

Li, Xingshan; Bicknell, Klinton; Liu, Pingping; Wei, Wei; Rayner, Keith

2013-01-01

While much previous work on reading in languages with alphabetic scripts has suggested that reading is word-based, reading in Chinese has been argued to be less reliant on words. This is primarily because in the Chinese writing system words are not spatially segmented, and characters are themselves complex visual objects. Here, we present a systematic characterization of the effects of a wide range of word and character properties on eye movements in Chinese reading, using a set of mixed-effects regression models. The results reveal a rich pattern of effects of the properties of the current, previous, and next words on a range of reading measures, which is strikingly similar to the pattern of effects of word properties reported in spaced alphabetic languages. This finding provides evidence that reading shares a word-based core and may be fundamentally similar across languages with highly dissimilar scripts. We show that these findings are robust to the inclusion of character properties in the regression models, and are equally reliable when dependent measures are defined in terms of characters rather than words, providing strong evidence that word properties have effects in Chinese reading above and beyond characters. This systematic characterization of the effects of word and character properties in Chinese advances our knowledge of the processes underlying reading and informs the future development of models of reading. More generally, however, this work suggests that differences in script may not alter the fundamental nature of reading. PMID:23834023

Overseas Travel Opportunities for Administrators

ERIC Educational Resources Information Center

Kisch, Marian

2009-01-01

This article presents 10 programs that run education missions abroad. One of these programs is the Chinese Bridge Delegation sponsored by Hanban (Office of Chinese Language Council International). It aims to learn about Chinese culture and language, and establish ties with schools and educators in China.

Towards Homogeneity in Home Languages: Malay, Chinese Foochow and Indian Tamil Families in Kuching, Sarawak, Malaysia

ERIC Educational Resources Information Center

Ting, Su-Hie; Mahadhir, Mahanita

2009-01-01

This preliminary study examines the languages used by parents with their children in Malay, Chinese Foochow and Indian Tamil families to find out how the similarity or dissimilarity in parents' ethnic language influenced the choice of language transmitted to children and how far standard languages have permeated the family domain in Kuching City…

The Impact of Biculturalism on Language and Literacy Development: Teaching Chinese English Language Learners

ERIC Educational Resources Information Center

Palmer, Barbara C.; Chen, Chia-I; Chang, Sara; Leclere, Judith T.

2006-01-01

According to the 2000 United States Census, Americans age five and older who speak a language other than English at home grew 47 percent over the preceding decade. This group accounts for slightly less than one in five Americans (17.9%). Among the minority languages spoken in the United States, Asian-language speakers, including Chinese and other…

Implementation of Task-Based Language Teaching in Chinese as a Foreign Language: Benefits and Challenges

ERIC Educational Resources Information Center

Bao, Rui; Du, Xiangyun

2015-01-01

Task-based language teaching (TBLT) has been drawing increased attention from language teachers and researchers in the past decade. This paper focuses on the effects of TBLT on beginner learners of Chinese as a foreign language (CFL) in Denmark. Participatory observation and semi-structured interviews were carried out with 18 participants from two…

"Seamlessly" Learning Chinese: Contextual Meaning Making and Vocabulary Growth in a Seamless Chinese as a Second Language Learning Environment

ERIC Educational Resources Information Center

Wong, Lung-Hsiang; King, Ronnel B.; Chai, Ching Sing; Liu, May

2016-01-01

Second language learners are typically hampered by the lack of a natural environment to use the target language for authentic communication purpose (as a means for "learning by applying"). Thus, we propose MyCLOUD, a mobile-assisted seamless language learning approach that aims to nurture a second language social network that bridges…

Language Brokering as Young People's Work: Evidence from Chinese Adolescents in England

ERIC Educational Resources Information Center

Hall, Nigel; Sham, Sylvia

2007-01-01

Language brokering describes the task in an intercultural language event undertaken by children in families with one or two non-national languages parents or caregivers. This paper examines the complex issues involved in being a language broker and explores these as they apply to a group of adolescents in Chinese families in the UK. The findings…

Neural signatures of lexical tone reading.

PubMed

Kwok, Veronica P Y; Wang, Tianfu; Chen, Siping; Yakpo, Kofi; Zhu, Linlin; Fox, Peter T; Tan, Li Hai

2015-01-01

Research on how lexical tone is neuroanatomically represented in the human brain is central to our understanding of cortical regions subserving language. Past studies have exclusively focused on tone perception of the spoken language, and little is known as to the lexical tone processing in reading visual words and its associated brain mechanisms. In this study, we performed two experiments to identify neural substrates in Chinese tone reading. First, we used a tone judgment paradigm to investigate tone processing of visually presented Chinese characters. We found that, relative to baseline, tone perception of printed Chinese characters were mediated by strong brain activation in bilateral frontal regions, left inferior parietal lobule, left posterior middle/medial temporal gyrus, left inferior temporal region, bilateral visual systems, and cerebellum. Surprisingly, no activation was found in superior temporal regions, brain sites well known for speech tone processing. In activation likelihood estimation (ALE) meta-analysis to combine results of relevant published studies, we attempted to elucidate whether the left temporal cortex activities identified in Experiment one is consistent with those found in previous studies of auditory lexical tone perception. ALE results showed that only the left superior temporal gyrus and putamen were critical in auditory lexical tone processing. These findings suggest that activation in the superior temporal cortex associated with lexical tone perception is modality-dependent. © 2014 Wiley Periodicals, Inc.

Neural Signatures of the Reading-Writing Connection: Greater Involvement of Writing in Chinese Reading than English Reading.

PubMed

Cao, Fan; Perfetti, Charles A

2016-01-01

Research on cross-linguistic comparisons of the neural correlates of reading has consistently found that the left middle frontal gyrus (MFG) is more involved in Chinese than in English. However, there is a lack of consensus on the interpretation of the language difference. Because this region has been found to be involved in writing, we hypothesize that reading Chinese characters involves this writing region to a greater degree because Chinese speakers learn to read by repeatedly writing the characters. To test this hypothesis, we recruited English L1 learners of Chinese, who performed a reading task and a writing task in each language. The English L1 sample had learned some Chinese characters through character-writing and others through phonological learning, allowing a test of writing-on-reading effect. We found that the left MFG was more activated in Chinese than English regardless of task, and more activated in writing than in reading regardless of language. Furthermore, we found that this region was more activated for reading Chinese characters learned by character-writing than those learned by phonological learning. A major conclusion is that writing regions are also activated in reading, and that this reading-writing connection is modulated by the learning experience. We replicated the main findings in a group of native Chinese speakers, which excluded the possibility that the language differences observed in the English L1 participants were due to different language proficiency level.

Neural Signatures of the Reading-Writing Connection: Greater Involvement of Writing in Chinese Reading than English Reading

PubMed Central

Cao, Fan; Perfetti, Charles A.

2016-01-01

Research on cross-linguistic comparisons of the neural correlates of reading has consistently found that the left middle frontal gyrus (MFG) is more involved in Chinese than in English. However, there is a lack of consensus on the interpretation of the language difference. Because this region has been found to be involved in writing, we hypothesize that reading Chinese characters involves this writing region to a greater degree because Chinese speakers learn to read by repeatedly writing the characters. To test this hypothesis, we recruited English L1 learners of Chinese, who performed a reading task and a writing task in each language. The English L1 sample had learned some Chinese characters through character-writing and others through phonological learning, allowing a test of writing-on-reading effect. We found that the left MFG was more activated in Chinese than English regardless of task, and more activated in writing than in reading regardless of language. Furthermore, we found that this region was more activated for reading Chinese characters learned by character-writing than those learned by phonological learning. A major conclusion is that writing regions are also activated in reading, and that this reading-writing connection is modulated by the learning experience. We replicated the main findings in a group of native Chinese speakers, which excluded the possibility that the language differences observed in the English L1 participants were due to different language proficiency level. PMID:27992505

Automatic Content Creation for Games to Train Students Distinguishing Similar Chinese Characters

NASA Astrophysics Data System (ADS)

Lai, Kwong-Hung; Leung, Howard; Tang, Jeff K. T.

In learning Chinese, many students often have the problem of mixing up similar characters. This can cause misunderstanding and miscommunication in daily life. It is thus important for students learning the Chinese language to be able to distinguish similar characters and understand their proper usage. In this paper, we propose a game style framework in which the game content in identifying similar Chinese characters in idioms and words is created automatically. Our prior work on analyzing students’ Chinese handwriting can be applied in the similarity measure of Chinese characters. We extend this work by adding the component of radical extraction to speed up the search process. Experimental results show that the proposed method is more accurate and faster in finding more similar Chinese characters compared with the baseline method without considering the radical information.

The Unified Phonetic Transcription for Teaching and Learning Chinese Languages

ERIC Educational Resources Information Center

Shieh, Jiann-Cherng

2011-01-01

In order to preserve distinctive cultures, people anxiously figure out writing systems of their languages as recording tools. Mandarin, Taiwanese and Hakka languages are three major and the most popular dialects of Han languages spoken in Chinese society. Their writing systems are all in Han characters. Various and independent phonetic…

Standardizing Chinese Sign Language for Use in Post-Secondary Education

ERIC Educational Resources Information Center

Lin, Christina Mien-Chun; Gerner de Garcia, Barbara; Chen-Pichler, Deborah

2009-01-01

There are over 100 languages in China, including Chinese Sign Language. Given the large population and geographical dispersion of the country's deaf community, sign variation is to be expected. Language barriers due to lexical variation may exist for deaf college students in China, who often live outside their home regions. In presenting an…

Communication through Foreign Languages: An Economic Force in Chinese Enterprises.

ERIC Educational Resources Information Center

Hildebrandt, Herbert W.; Liu, Jinyun

1991-01-01

Second-language use by Chinese business managers illustrates that second-language competence is driven partly by economic and political forces. Although Russian language knowledge is typical of the older managers, English and Japanese are favored by younger managers, reflecting the wane of Russian political influence and the growing importance of…

Oracle Bones and Mandarin Tones: Demystifying the Chinese Language.

ERIC Educational Resources Information Center

Michigan Univ., Ann Arbor. Project on East Asian Studies in Education.

This publication will provide secondary level students with a basic understanding of the development and structure of Chinese (guo yu) language characters. The authors believe that demystifying the language helps break many cultural barriers. The written language is a good place to begin because its pictographic nature is appealing and inspires…

True reason for Zipf's law in language

NASA Astrophysics Data System (ADS)

Dahui, Wang; Menghui, Li; Zengru, Di

2005-12-01

Analysis of word frequency have historically used data that included English, French, or other language, data typically described by Zipf's law. Using data on traditional and modern Chinese literatures, we show here that Chinese character frequency stroked Zipf's law based on literature before Qin dynasty; however, it departed from Zipf's law based on literature after Qin dynasty. Combined with data about English dictionaries and Chinese dictionaries, we show that the true reason for Zipf's Law in language is that growth and preferential selection mechanism of word or character in given language.

Expanding Secondary School Chinese Language Programs: A Study of Potential Challenges

ERIC Educational Resources Information Center

Dretzke, Beverly J.; Jordan, Kelly

2010-01-01

The current interest in learning Chinese has been fueled by the growing strength of the Chinese economy and the need for Americans who are able to communicate at an advanced level in fields of business, science, and government. The present study reports the results of a survey of secondary school students enrolled in Chinese language classes with…

Increasing the Number of African American Students in Undergraduate Level Classes of Chinese: A Call to Action

ERIC Educational Resources Information Center

Li, Huiwen

2015-01-01

Chinese language is the only ideographic language remaining in the world (Osaka, 1976). It conveys affluent Chinese culture and has great influences on the East Asian countries (Miyake, 2013). In the economic globalization of the world, China's economy and international influence are expanding. For these reasons and many more the Chinese language…

Variability in Chinese as a Foreign Language Learners' Development of the Chinese Numeral Classifier System

ERIC Educational Resources Information Center

Zhang, Jie; Lu, Xiaofei

2013-01-01

This study examined variability in Chinese as a Foreign Language (CFL) learners' development of the Chinese numeral classifier system from a dynamic systems approach. Our data consisted of a longitudinal corpus of 657 essays written by CFL learners at lower and higher intermediate levels and a corpus of 100 essays written by native speakers (NSs)…

The Role of Radical Awareness in Chinese-As-A-Second-Language Learners' Chinese Character Reading Development

ERIC Educational Resources Information Center

Wong, Yu Ka

2017-01-01

In this paper, the role of radical awareness in Chinese character reading development among young Chinese-as-a-second-language (CSL) learners is evaluated in terms of a structural property of the writing system: the distribution of elementary, one-radical (i.e. one-element) simple characters as against majority, multi-radical compound characters.…

English-Chinese Cross-Language IR Using Bilingual Dictionaries

DTIC Science & Technology

2006-01-01

specialized dictionaries together contain about two million entries [6]. 4 Monolingual Experiment The Chinese documents and the Chinese translations of... monolingual performance. The main performance-limiting factor is the limited coverage of the dictionary used in query translation. Some of the key con...English-Chinese Cross-Language IR using Bilingual Dictionaries Aitao Chen , Hailing Jiang , and Fredric Gey School of Information Management

Writing System Modulates the Association between Sensitivity to Acoustic Cues in Music and Reading Ability: Evidence from Chinese-English Bilingual Children.

PubMed

Zhang, Juan; Meng, Yaxuan; Wu, Chenggang; Zhou, Danny Q

2017-01-01

Music and language share many attributes and a large body of evidence shows that sensitivity to acoustic cues in music is positively related to language development and even subsequent reading acquisition. However, such association was mainly found in alphabetic languages. What remains unclear is whether sensitivity to acoustic cues in music is associated with reading in Chinese, a morphosyllabic language. The present study aimed to answer this question by measuring music (i.e., musical metric perception and pitch discrimination), language (i.e., phonological awareness, lexical tone sensitivity), and reading abilities (i.e., word recognition) among 54 third-grade Chinese-English bilingual children. After controlling for age and non-verbal intelligence, we found that both musical metric perception and pitch discrimination accounted for unique variance of Chinese phonological awareness while pitch discrimination rather than musical metric perception predicted Chinese lexical tone sensitivity. More importantly, neither musical metric perception nor pitch discrimination was associated with Chinese reading. As for English, musical metric perception and pitch discrimination were correlated with both English phonological awareness and English reading. Furthermore, sensitivity to acoustic cues in music was associated with English reading through the mediation of English phonological awareness. The current findings indicate that the association between sensitivity to acoustic cues in music and reading may be modulated by writing systems. In Chinese, the mapping between orthography and phonology is not as transparent as in alphabetic languages such as English. Thus, this opaque mapping may alter the auditory perceptual sensitivity in music to Chinese reading.

Teaching Chinese as a Second Language: From Taiwan to the United States

ERIC Educational Resources Information Center

Hsu, Shuliang

2014-01-01

Teaching Chinese as a second language in Taiwan vs. in the United States. How are they different? What are the challenges to teachers? This article will bring to you interesting findings from the perspective of a native speaking Chinese teacher.

When bilinguals choose a single word to speak: Electrophysiological evidence for inhibition of the native language

PubMed Central

Misra, Maya; Guo, Taomei; Bobb, Susan C.; Kroll, Judith F.

2013-01-01

Behavioral and event-related potential (ERP) measures are reported for a study in which relatively proficient Chinese-English bilinguals named identical pictures in each of their two languages. Production occurred only in Chinese (the first language, L1) or only in English (the second language, L2) in a given block with the order counterbalanced across participants. The repetition of pictures across blocks was expected to produce facilitation in the form of faster responses and more positive ERPs. However, we hypothesized that if both languages are activated when naming one language alone, there might be evidence of inhibition of the stronger L1 to enable naming in the weaker L2. Behavioral data revealed the dominance of Chinese relative to English, with overall faster and more accurate naming performance in L1 than L2. However, reaction times for naming in L1 after naming in L2 showed no repetition advantage and the ERP data showed greater negativity when pictures were named in L1 following L2. This greater negativity for repeated items suggests the presence of inhibition rather than facilitation alone. Critically, the asymmetric negativity associated with the L1 when it followed the L2 endured beyond the immediate switch of language, implying long-lasting inhibition of the L1. In contrast, when L2 naming followed L1, both behavioral and ERP evidence produced a facilitatory pattern, consistent with repetition priming. Taken together, the results support a model of bilingual lexical production in which candidates in both languages compete for selection, with inhibition of the more dominant L1 when planning speech in the less dominant L2. We discuss the implications for modeling the scope and time course of inhibitory processes. PMID:24222718

Communicative Language Teaching in the Chinese Environment

ERIC Educational Resources Information Center

Hu, Wei

2010-01-01

In order to explore effective ways to develop Chinese English learners' communicative competence, this study first briefly reviews the advantages of communicative language teaching (CLT) method which widely practiced in the Western countries and analyzes in details its obstacles in Chinese classroom context. Then it offers guidelines for…

A Character Level Based and Word Level Based Approach for Chinese-Vietnamese Machine Translation

PubMed Central

2016-01-01

Chinese and Vietnamese have the same isolated language; that is, the words are not delimited by spaces. In machine translation, word segmentation is often done first when translating from Chinese or Vietnamese into different languages (typically English) and vice versa. However, it is a matter for consideration that words may or may not be segmented when translating between two languages in which spaces are not used between words, such as Chinese and Vietnamese. Since Chinese-Vietnamese is a low-resource language pair, the sparse data problem is evident in the translation system of this language pair. Therefore, while translating, whether it should be segmented or not becomes more important. In this paper, we propose a new method for translating Chinese to Vietnamese based on a combination of the advantages of character level and word level translation. In addition, a hybrid approach that combines statistics and rules is used to translate on the word level. And at the character level, a statistical translation is used. The experimental results showed that our method improved the performance of machine translation over that of character or word level translation. PMID:27446207

CRIE: An automated analyzer for Chinese texts.

PubMed

Sung, Yao-Ting; Chang, Tao-Hsing; Lin, Wei-Chun; Hsieh, Kuan-Sheng; Chang, Kuo-En

2016-12-01

Textual analysis has been applied to various fields, such as discourse analysis, corpus studies, text leveling, and automated essay evaluation. Several tools have been developed for analyzing texts written in alphabetic languages such as English and Spanish. However, currently there is no tool available for analyzing Chinese-language texts. This article introduces a tool for the automated analysis of simplified and traditional Chinese texts, called the Chinese Readability Index Explorer (CRIE). Composed of four subsystems and incorporating 82 multilevel linguistic features, CRIE is able to conduct the major tasks of segmentation, syntactic parsing, and feature extraction. Furthermore, the integration of linguistic features with machine learning models enables CRIE to provide leveling and diagnostic information for texts in language arts, texts for learning Chinese as a foreign language, and texts with domain knowledge. The usage and validation of the functions provided by CRIE are also introduced.

Different mechanisms in learning different second languages: Evidence from English speakers learning Chinese and Spanish.

PubMed

Cao, Fan; Sussman, Bethany L; Rios, Valeria; Yan, Xin; Wang, Zhao; Spray, Gregory J; Mack, Ryan M

2017-03-01

Word reading has been found to be associated with different neural networks in different languages, with greater involvement of the lexical pathway for opaque languages and greater invovlement of the sub-lexical pathway for transparent langauges. However, we do not know whether this language divergence can be demonstrated in second langauge learners, how learner's metalinguistic ability would modulate the langauge divergence, or whether learning method would interact with the language divergence. In this study, we attempted to answer these questions by comparing brain activations of Chinese and Spanish word reading in native English-speaking adults who learned Chinese and Spanish over a 2 week period under three learning conditions: phonological, handwriting, and passive viewing. We found that mapping orthography to phonology in Chinese had greater activation in the left inferior frontal gyrus (IFG) and left inferior temporal gyrus (ITG) than in Spanish, suggesting greater invovlement of the lexical pathway in opaque langauges. In contrast, Spanish words evoked greater activation in the left superior temporal gyrus (STG) than English, suggesting greater invovlement of the sublexical pathway for transparant languages. Furthermore, brain-behavior correlation analyses found that higher phonological awareness and rapid naming were associated with greater activation in the bilateral IFG for Chinese and in the bilateral STG for Spanish, suggesting greater language divergence in participants with higher meta-linguistic awareness. Finally, a significant interaction between the language and learning condition was found in the left STG and middle frontal gyrus (MFG), with greater activation in handwriting learning than viewing learning in the left STG only for Spanish, and greater activation in handwriting learning than phonological learning in the left MFG only for Chinese. These findings suggest that handwriting facilitates assembled phonology in Spanish and addressed phonology in Chinese. In summary, our study suggests different mechanisms in learning different L2s, providing important insights into neural plasticity and important implications in second language education. Copyright © 2017 Elsevier Inc. All rights reserved.

Teaching Mathematics in Two Languages: A Teaching Dilemma of Malaysian Chinese Primary Schools

ERIC Educational Resources Information Center

Lim, Chap Sam; Presmeg, Norma

2011-01-01

This paper discusses a teaching dilemma faced by mathematics teachers in the Malaysian Chinese primary schools in coping with the latest changes in language policy. In 2003, Malaysia launched a new language policy of teaching mathematics using English as the language of instruction in all schools. However, due to the complex sociocultural demands…

Impact of Home Language and Literacy Support on English-Chinese Biliteracy Acquisition among Chinese Heritage Language Learners

ERIC Educational Resources Information Center

Lu, Chan; Koda, Keiko

2011-01-01

Studies on monolingual children have shown that home language and literacy support is crucial in children's early literacy acquisition. However, such support has not been examined as thoroughly among bilingual children, including heritage speakers. This study investigated the effect of home language and literacy support on important precursors of…

Evaluating Language Environment Analysis System Performance for Chinese: A Pilot Study in Shanghai

ERIC Educational Resources Information Center

Gilkerson, Jill; Zhang, Yiwen; Xu, Dongxin; Richards, Jeffrey A.; Xu, Xiaojuan; Jiang, Fan; Harnsberger, James; Topping, Keith

2015-01-01

Purpose: The purpose of this study was to evaluate performance of the Language Environment Analysis (LENA) automated language-analysis system for the Chinese Shanghai dialect and Mandarin (SDM) languages. Method: Volunteer parents of 22 children aged 3-23 months were recruited in Shanghai. Families provided daylong in-home audio recordings using…

Chinese Immersion Language Education

ERIC Educational Resources Information Center

Jia, Hongyi

2017-01-01

In the present day Mandarin Chinese has become a commonly taught language in the U.S. Mandarin is widely taught in colleges and universities; K-12 Chinese programs, including immersion programs, have also grown rapidly. However, to date little research has been conducted on the latter programs. This study examines immersion programs in elementary…

Cross-Language Transfer of Morphological Awareness in Chinese-English Bilinguals

ERIC Educational Resources Information Center

Pasquarella, Adrian; Chen, Xi; Lam, Katie; Luo, Yang C.; Ramirez, Gloria

2011-01-01

This study examined cross-language transfer of morphological awareness in Chinese-English bilingual children. One hundred and thirty-seven first to fourth graders participated in the study. The children were tested on parallel measures of compound awareness, vocabulary, word reading and reading comprehension in Chinese and English. They also…

Chinese Tertiary English Educators' Perceptions of Foreign Teacher Involvement in Their Professional Development

ERIC Educational Resources Information Center

Bleistein, Tasha Maria

2013-01-01

China continues to invite expatriate tertiary-level English language educators to teach. Foreign English language teachers and local Chinese English educators who wish to develop professionally have an ever-increasing body of research regarding Chinese culture, education, professional development, and intercultural communication; however, research…

Chinese-Cantonese (Toishan) Basic Course.

ERIC Educational Resources Information Center

Defense Language Inst., Washington, DC.

This seven-volume series constitutes the Defense Language Institute (Army Language School) 47-week course in the Toishan dialect of Cantonese. Beginning lessons present the tone and sound system in romanized script. Chinese characters are introduced in the fourth lesson. (See related document AL 001 479, "Chinese Cantonese Basic Course,"…

Disordered eating and body image in Chinese and Caucasian students in the United States.

PubMed

Baillie, Lauren E; Copeland, Amy L

2013-08-01

This study evaluated the roles of exposure to Western culture and language choice and gender differences in disordered eating symptoms in Chinese and Caucasian students. 796 Caucasian and 194 Chinese students completed measures of eating disorder symptoms, body image, and body esteem. Participants chose their survey language (English or Chinese). Caucasian women had higher levels of body dissatisfaction than Chinese women. Women of both ethnicities reported more disordered eating symptoms and body dissatisfaction than men; these differences were smaller for the Chinese group. Differences emerged on certain dimensions of body esteem between Chinese women who responded in Chinese and those who responded in English. There were few differences between ethnicities, suggesting that mechanisms other than Western culture play a role. Cultural variables may account for the degree of intra-ethnic gender differences. Individuals who complete studies in their native language may differ from their English-responding counterparts in areas of body esteem. Published by Elsevier Ltd.

Orthographic effects in spoken word recognition: Evidence from Chinese.

PubMed

Qu, Qingqing; Damian, Markus F

2017-06-01

Extensive evidence from alphabetic languages demonstrates a role of orthography in the processing of spoken words. Because alphabetic systems explicitly code speech sounds, such effects are perhaps not surprising. However, it is less clear whether orthographic codes are involuntarily accessed from spoken words in languages with non-alphabetic systems, in which the sound-spelling correspondence is largely arbitrary. We investigated the role of orthography via a semantic relatedness judgment task: native Mandarin speakers judged whether or not spoken word pairs were related in meaning. Word pairs were either semantically related, orthographically related, or unrelated. Results showed that relatedness judgments were made faster for word pairs that were semantically related than for unrelated word pairs. Critically, orthographic overlap on semantically unrelated word pairs induced a significant increase in response latencies. These findings indicate that orthographic information is involuntarily accessed in spoken-word recognition, even in a non-alphabetic language such as Chinese.

A structural–functional basis for dyslexia in the cortex of Chinese readers

PubMed Central

Siok, Wai Ting; Niu, Zhendong; Jin, Zhen; Perfetti, Charles A.; Tan, Li Hai

2008-01-01

Developmental dyslexia is a neurobiologically based disorder that affects ≈5–17% of school children and is characterized by a severe impairment in reading skill acquisition. For readers of alphabetic (e.g., English) languages, recent neuroimaging studies have demonstrated that dyslexia is associated with weak reading-related activity in left temporoparietal and occipitotemporal regions, and this activity difference may reflect reductions in gray matter volume in these areas. Here, we find different structural and functional abnormalities in dyslexic readers of Chinese, a nonalphabetic language. Compared with normally developing controls, children with impaired reading in logographic Chinese exhibited reduced gray matter volume in a left middle frontal gyrus region previously shown to be important for Chinese reading and writing. Using functional MRI to study language-related activation of cortical regions in dyslexics, we found reduced activation in this same left middle frontal gyrus region in Chinese dyslexics versus controls, and there was a significant correlation between gray matter volume and activation in the language task in this same area. By contrast, Chinese dyslexics did not show functional or structural (i.e., volumetric gray matter) differences from normal subjects in the more posterior brain systems that have been shown to be abnormal in alphabetic-language dyslexics. The results suggest that the structural and functional basis for dyslexia varies between alphabetic and nonalphabetic languages. PMID:18391194

Text Comprehension Mediates Morphological Awareness, Syntactic Processing, and Working Memory in Predicting Chinese Written Composition Performance

PubMed Central

Guan, Connie Qun; Ye, Feifei; Wagner, Richard K.; Meng, Wanjin; Leong, Che Kan

2014-01-01

The goal of the present study was to test opposing views about four issues concerning predictors of individual differences in Chinese written composition: (a) Whether morphological awareness, syntactic processing, and working memory represent distinct and measureable constructs in Chinese or are just manifestations of general language ability; (b) whether they are important predictors of Chinese written composition, and if so, the relative magnitudes and independence of their predictive relations; (c) whether observed predictive relations are mediated by text comprehension; and (d) whether these relations vary or are developmentally invariant across three years of writing development. Based on analyses of the performance of students in grades 4 (n = 246), 5 (n = 242) and 6 (n = 261), the results supported morphological awareness, syntactic processing, and working memory as distinct yet correlated abilities that made independent contributions to predicting Chinese written composition, with working memory as the strongest predictor. However, predictive relations were mediated by text comprehension. The final model accounted for approximately 75 percent of the variance in Chinese written composition. The results were largely developmentally invariant across the three grades from which participants were drawn. PMID:25530630

Constructing Culturally Relevant Pedagogy in Chinese Heritage Language Classrooms: A Multiple-Case Study

ERIC Educational Resources Information Center

Wu, Hsu-Pai

2011-01-01

Culturally relevant pedagogy uses cultural references to develop students' knowledge and identities thereby empowering them academically, socially and politically. This article examined how four Chinese heritage languages teachers constructed culturally relevant pedagogy in their language instructions. Qualitative cross-case analysis indicated…

Motivational Effects of Standardized Language Assessment on Chinese Young Learners

ERIC Educational Resources Information Center

Zhao, Chuqiao

2016-01-01

This review paper examines how standardized language assessment affects Chinese young learners' motivation for second-language learning. By presenting the historical and contemporary contexts of the testing system in China, this paper seeks to demonstrate the interrelationship among cultural, social, familial, and individual factors, which…

L1 Influence on the Use of English Deictic Motion Verbs for Chinese EFL Learners and French EFL Learners

ERIC Educational Resources Information Center

Ziyan, Xu

2013-01-01

Based on Sloin's (1996b) thinking for speaking approach, the study examines L1 influence on the use of English deictic Motion verbs for Chinese EFL learners and French EFL learners. The aim is to find out whether language learners will be influenced by the particular Thinking for Speaking acquired in L1 in the process of L2 acquisition. It is…

When Bilinguals Choose a Single Word to Speak: Electrophysiological Evidence for Inhibition of the Native Language

ERIC Educational Resources Information Center

Misra, Maya; Guo, Taomei; Bobb, Susan C.; Kroll, Judith F.

2012-01-01

Behavioral and event-related potential (ERP) measures are reported for a study in which relatively proficient Chinese-English bilinguals named identical pictures in each of their two languages. Production occurred only in Chinese (the first language, L1) or only in English (the second language, L2) in a given block with the order counterbalanced…

Language Maintenance and Language Shift among Chinese Immigrant Parents and Their Second-Generation Children in the U.S.

ERIC Educational Resources Information Center

Zhang, Donghui

2010-01-01

This study examines the language experiences of two distinct Chinese immigrant groups in the U.S.: a Mandarin-speaking group and a Fujianese-speaking group across two generations. The different language trajectories of the parents' generation, along with their social class and different settlement patterns in the U.S., shaped the second-generation…

Development of the Language Subtest in a Developmental Assessment Scale to Identify Chinese Preschool Children with Special Needs

ERIC Educational Resources Information Center

Wong, Anita M. -Y.; Leung, Cynthia; Siu, Elaine K. -L.; Lam, Catherine C. -C.; Chan, Grace P. -S.

2011-01-01

This study reports on the development of the language subtest in the Preschool Developmental Assessment Scale (PDAS) for Cantonese-Chinese speaking children. A pilot pool of 158 items covering the two language modalities and the three language domains was developed. This initial item set was subsequently revised based on Rasch analyses of data…

Training Pre-Service Chinese Language Teachers to Create Instructional Video to Enhance Classroom Instruction

ERIC Educational Resources Information Center

Wang, Lih-Ching Chen; Wang, Ming-Chian Ken

2014-01-01

Foreign language instruction is a complex and challenging task made even more so by situations in which the learner's native language is radically different from the foreign language being mastered. Nowhere is this more evident than in the case of native English speakers seeking to learn Mandarin Chinese. The rapid increase in the availability and…

"Do You Know Your Language?" How Teachers of Punjabi and Chinese Ancestries Construct Their Family Languages in Their Personal and Professional Lives.

ERIC Educational Resources Information Center

Beynon, June; Ilieva, Roumiana; Dichupa, Marela; Hirji, Shemina

2003-01-01

Focuses on how teachers of minority ancestries construct and represent their family language identities. Drawing on poststructural, postcolonial and sociocultural theory on culture, identity, and language, examined the complex nature of linguistic identities of 25 teachers of Chinese and 20 teachers of Punjabi ancestries. (Author/VWL)

An Exploration of Language Anxiety in L2 Academic Context for Chinese International Students in U.S. Universities

ERIC Educational Resources Information Center

Zhao, Qing

2013-01-01

This mix-methods study examined the language anxiety levels that the Chinese international students perceived in second language (L2) academic context at four universities in the northeastern region of the United States of America; it explored the impact of language anxiety that these students perceived on their academic learning; it also…

An Exploration of the Use of Mobile Applications to Support the Learning of Chinese Characters Employed by Students of Chinese as a Foreign Language

ERIC Educational Resources Information Center

Mason, Amanda; Wenxin, Zhang

2017-01-01

At present, there are few studies which explore the learning strategies employed by students of Chinese as a Foreign Language (CFL) and even fewer that focus specifically on mobile application use. This study provides insights into how adult learners at varying levels of proficiency employ mobile apps to support their Chinese character learning.…

The Short Form 36 English and Chinese versions were equivalent in a multiethnic Asian population.

PubMed

Tan, Maudrene L S; Wee, Hwee-Lin; Lee, Jeannette; Ma, Stefan; Heng, Derrick; Tai, E-Shyong; Thumboo, Julian

2013-07-01

The primary aim of this article was to evaluate measurement equivalence of the English and Chinese versions of the Short Form 36 version 2 (SF-36v2) and Short Form 6D (SF-6D). In this cross-sectional study, health-related quality of life (HRQoL) was measured from 4,973 ethnic Chinese subjects using the SF-36v2 questionnaire. Measurement equivalence of domain and utility scores for the English- and Chinese-language SF-36v2 and SF-6D were assessed by examining the score differences between the two languages using linear regression models, with and without adjustment for known determinants of HRQoL. Equivalence was achieved if the 90% confidence interval (CI) of the differences in scores, due to language, fell within a predefined equivalence margin. Compared with English-speaking Chinese, Chinese-speaking Chinese were significantly older (47.6 vs. 55.5 years). All SF-36v2 domains were equivalent after adjusting for known HRQoL. SF-6D utility/items had the 90% CI either fully or partially overlap their predefined equivalence margin. The English- and Chinese-language versions of the SF-36v2 and SF-6D demonstrated equivalence. Copyright © 2013 Elsevier Inc. All rights reserved.

Machine learning to parse breast pathology reports in Chinese.

PubMed

Tang, Rong; Ouyang, Lizhi; Li, Clara; He, Yue; Griffin, Molly; Taghian, Alphonse; Smith, Barbara; Yala, Adam; Barzilay, Regina; Hughes, Kevin

2018-06-01

Large structured databases of pathology findings are valuable in deriving new clinical insights. However, they are labor intensive to create and generally require manual annotation. There has been some work in the bioinformatics community to support automating this work via machine learning in English. Our contribution is to provide an automated approach to construct such structured databases in Chinese, and to set the stage for extraction from other languages. We collected 2104 de-identified Chinese benign and malignant breast pathology reports from Hunan Cancer Hospital. Physicians with native Chinese proficiency reviewed the reports and annotated a variety of binary and numerical pathologic entities. After excluding 78 cases with a bilateral lesion in the same report, 1216 cases were used as a training set for the algorithm, which was then refined by 405 development cases. The Natural language processing algorithm was tested by using the remaining 405 cases to evaluate the machine learning outcome. The model was used to extract 13 binary entities and 8 numerical entities. When compared to physicians with native Chinese proficiency, the model showed a per-entity accuracy from 91 to 100% for all common diagnoses on the test set. The overall accuracy of binary entities was 98% and of numerical entities was 95%. In a per-report evaluation for binary entities with more than 100 training cases, 85% of all the testing reports were completely correct and 11% had an error in 1 out of 22 entities. We have demonstrated that Chinese breast pathology reports can be automatically parsed into structured data using standard machine learning approaches. The results of our study demonstrate that techniques effective in parsing English reports can be scaled to other languages.

Genetic and Environmental Overlap between Chinese and English Reading-Related Skills in Chinese Children

ERIC Educational Resources Information Center

Wong, Simpson W. L.; Chow, Bonnie Wing-Yin; Ho, Connie Suk-Han; Waye, Mary M. Y.; Bishop, Dorothy V. M.

2014-01-01

This twin study examined the relative contributions of genes and environment on 2nd language reading acquisition of Chinese-speaking children learning English. We examined whether specific skills-visual word recognition, receptive vocabulary, phonological awareness, phonological memory, and speech discrimination-in the 1st and 2nd languages have…

Native Chinese-Speaking K-12 Language Teachers' Beliefs and Practices

ERIC Educational Resources Information Center

Lü, Chan; Lavadenz, Magaly

2014-01-01

This study investigated the relationships between the beliefs and practices of K-12 native Chinese teachers on Chinese language and literacy instruction. Using a descriptive-exploratory design, this study employed a mixed-methods approach consisting of three steps: (1) a teacher beliefs questionnaire, (2) classroom observations and videotaping,…

Conceptions of Language Teaching of Chinese-Born Language Teachers

ERIC Educational Resources Information Center

Packevicz, Michael Joseph, Jr.

2012-01-01

In the educational world, there is a growing amount of scholarship directed toward China. Much Western writing has focused on the supposedly deficient aspects of Chinese education: rote memorization, large class size, teacher-centered methodology. While there are those who challenge the deficiency view of Chinese education--Watkins and Biggs, Jin…

Comparing Teachers' Judgments of Learners' Speech in Chinese as a Foreign Language

ERIC Educational Resources Information Center

Orton, Jane

2014-01-01

Pedagogical norms for Chinese as a foreign language (CFL) shared by teachers, curriculum writers, and resource designers inside and outside of Chinese societies are yet to be established. To initiate and inform dialogue within the CFL community over shared expectations of learners, this study compared the judgments of students' oral presentations…

Metacognitive Awareness of EFL Student Writers in a Chinese ELT Context

ERIC Educational Resources Information Center

Ruan, Zhoulin

2014-01-01

This paper reports on an investigation into metacognitive awareness of Chinese English as a foreign language (EFL) student writers, under a threefold metacognition framework--person, task, and strategy variables, and within the broader domain of cognitive writing theories. Data were collected in a Chinese tertiary English language teaching (ELT)…

Cognitive and Linguistic Factors Affecting Alphasyllabary Language Users Comprehending Chinese Text

ERIC Educational Resources Information Center

Shum, Mark Shiu Kee; Ki, Wing Wah; Leong, Che Kan

2014-01-01

Two groups of 13 to14-year-old alphasyllabary language users (mainly Hindi and Urdu), in integrated or designated school settings (respectively 40 and 48 students), were compared with 59 Chinese students in comprehending 4 elementary Chinese texts, each with three inferential questions requiring short open-ended written answers. Three constructs…

Cultural Views, Language Ability, and Mammography Use in Chinese American Women

ERIC Educational Resources Information Center

Liang, Wenchi; Wang, Judy; Chen, Mei-Yuh; Feng, Shibao; Yi, Bin; Mandelblatt, Jeanne S.

2009-01-01

Mammography screening rates among Chinese American women have been reported to be low. This study examines whether and how culture views and language ability influence mammography adherence in this mostly immigrant population. Asymptomatic Chinese American women (n = 466) aged 50 and older, recruited from the Washington, D.C. area, completed a…

Communicative Development in Bilingually Exposed Chinese Children with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Reetzke, Rachel; Zou, Xiaobing; Sheng, Li; Katsos, Napoleon

2015-01-01

Purpose: We examined the association of bilingual exposure with structural and pragmatic language development in Chinese children with autism spectrum disorders (ASDs). Method: The parents of 54 children with ASD exposed to 1 (n = 31) or 2 (n = 23) Chinese languages completed (a) a questionnaire to evaluate their child's competence in structural…

Development of a conceptually equivalent Chinese-language translation of the US Household Food Security Survey Module for Chinese immigrants to the USA.

PubMed

Kwan, Christine Ml; Napoles, Anna M; Chou, Jeyling; Seligman, Hilary K

2015-02-01

To develop a conceptually equivalent Chinese-language translation of the eighteen-item US Household Food Security Survey Module. In the current qualitative study, we (i) highlight methodological challenges which arise in developing survey instruments that will be used to make comparisons across language groups and (ii) describe the development of a Chinese-language translation of the US Household Food Security Survey Module, called the San Francisco Chinese Food Security Module. Community sites in San Francisco, CA, USA. We conducted cognitive interviews with twenty-two community members recruited from community sites hosting food pantries and with five professionals recruited from clinical settings. Development of conceptually equivalent surveys can be difficult. We highlight challenges related to dialect, education, literacy (e.g. preferences for more or less formal phrasing), English words and phrases for which there is no Chinese language equivalent (e.g. 'balanced meals' and 'eat less than you felt you should') and response formats. We selected final translations to maximize: (i) consistency of the Chinese translation with the intent of the English version; (ii) clarity; and (iii) similarities in understanding across dialects and literacy levels. Survey translation is essential for conducting research in many communities. The challenges encountered illustrate how literal translations can affect the conceptual equivalence of survey items across languages. Cognitive interview methods should be routinely used for survey translation when such non-equivalence is suspected, such as in surveys addressing highly culturally bound behaviours such as diet and eating behaviours. Literally translated surveys lacking conceptual equivalence may magnify or obscure important health inequalities.

Pinyin and English Invented Spelling in Chinese-Speaking Students Who Speak English as a Second Language.

PubMed

Ding, Yi; Liu, Ru-De; McBride, Catherine A; Fan, Chung-Hau; Xu, Le; Wang, Jia

2018-05-07

This study examined pinyin (the official phonetic system that transcribes the lexical tones and pronunciation of Chinese characters) invented spelling and English invented spelling in 72 Mandarin-speaking 6th graders who learned English as their second language. The pinyin invented spelling task measured segmental-level awareness including syllable and phoneme awareness, and suprasegmental-level awareness including lexical tones and tone sandhi in Chinese Mandarin. The English invented spelling task manipulated segmental-level awareness including syllable awareness and phoneme awareness, and suprasegmental-level awareness including word stress. This pinyin task outperformed a traditional phonological awareness task that only measured segmental-level awareness and may have optimal utility to measure unique phonological and linguistic features in Chinese reading. The pinyin invented spelling uniquely explained variance in Chinese conventional spelling and word reading in both languages. The English invented spelling uniquely explained variance in conventional spelling and word reading in both languages. Our findings appear to support the role of phonological activation in Chinese reading. Our experimental linguistic manipulations altered the phonological awareness item difficulties.

Mother Tongue Education in Singapore: Concerns, Issues and Controversies

ERIC Educational Resources Information Center

Ng, Chin Leong Patrick

2014-01-01

In 1966, the Singapore Government implemented the English-knowing bilingual policy which made it mandatory for all Chinese students to study English as a "First Language" and the Chinese language (CL) as a "Mother Tongue Language" in Singapore schools. Using key literature relevant to Singapore's bilingual educational policy…

Reading, Writing, and Animation in Character Learning in Chinese as a Foreign Language

ERIC Educational Resources Information Center

Xu, Yi; Chang, Li-Yun; Zhang, Juan; Perfetti, Charles A.

2013-01-01

Previous studies suggest that writing helps reading development in Chinese in both first and second language settings by enabling higher-quality orthographic representation of the characters. This study investigated the comparative effectiveness of reading, animation, and writing in developing foreign language learners' orthographic knowledge…

Orthographic Consistency and Individual Learner Differences in Second Language Literacy Acquisition

ERIC Educational Resources Information Center

Kim, Sun-A; Packard, Jerome; Christianson, Kiel; Anderson, Richard C.; Shin, Jeong-Ah

2016-01-01

This study investigated whether orthographic consistency and individual learner differences including working memory (WM), first language (L1) background, and second language (L2) proficiency affect Chinese L2 learners' literacy acquisition. Seventy American college students in beginning or intermediate Chinese classes participated in a character…

Metacognitive Beliefs and Strategies in Learning Chinese as a Foreign Language

ERIC Educational Resources Information Center

Wang, Jinghui; Spencer, Ken; Xing, Minjie

2009-01-01

The study investigates the effects of second-year university students' metacognitive beliefs and strategies on learning Chinese as a Foreign Language (CFL). The analysis shows that metacognitive beliefs, which identify students who are confident about their ability to learn a foreign language, are positively associated with students' CFL…

(Dis)connections between Specific Language Impairment and Dyslexia in Chinese

ERIC Educational Resources Information Center

Wong, Anita M.-Y.; Ho, Connie S.-H.; Au, Terry K.-F.; Kidd, Joanna C.; Ng, Ashley K.-H.; Yip, Lesley P.-W.; Lam, Catherine C.-C.

2015-01-01

Specific language impairment (SLI) and dyslexia are found to co-occur in school-aged children learning Chinese, a non-alphabetic language (Wong, Kidd, Ho, & Au in "Sci Stud Read" 14:30--57, 2010). This paper examined the "Distinct" hypothesis--that SLI and dyslexia have different cognitive deficits and behavioural…

Development and evaluation of a Chinese-language newborn feeding hotline: a prospective cohort study.

PubMed

Janssen, Patricia A; Livingstone, Verity H; Chang, Bruce; Klein, Michael C

2009-01-29

Preference for formula versus breast feeding among women of Chinese descent remains a concern in North America. The goal of this study was to develop an intervention targeting Chinese immigrant mothers to increase their rates of exclusive breastfeeding. We convened a focus group of immigrant women of Chinese descent in Vancouver, British Columbia to explore preferences for method of infant feeding. We subsequently surveyed 250 women of Chinese descent to validate focus group findings. Using a participatory approach, our focus group participants reviewed survey findings and developed a priority list for attributes of a community-based intervention to support exclusive breastfeeding in the Chinese community. The authors and focus group participants worked as a team to plan, implement and evaluate a Chinese language newborn feeding information telephone service staffed by registered nurses fluent in Chinese languages. Participants in the focus group reported a strong preference for formula feeding. Telephone survey results revealed that while pregnant Chinese women understood the benefits of breastfeeding, only 20.8% planned to breastfeed exclusively. Only 15.6% were breastfeeding exclusively at two months postpartum. After implementation of the feeding hotline, 20% of new Chinese mothers in Vancouver indicated that they had used the hotline. Among these women, the rate of exclusive breastfeeding was 44.1%; OR 3.02, (95% CI 1.78-5.09) compared to women in our survey. Initiation of a language-specific newborn feeding telephone hotline reached a previously underserved population and may have contributed to improved rates of exclusive breastfeeding.

Orthographic influences on division of labor in learning to read Chinese and English: Insights from computational modeling

PubMed Central

Yang, Jianfeng; Shu, Hua; McCandliss, Bruce D.; Zevin, Jason D.

2013-01-01

Learning to read any language requires learning to map among print, sound and meaning. Writing systems differ in a number of factors that influence both the ease and rate with which reading skill can be acquired, as well as the eventual division of labor between phonological and semantic processes. Further, developmental reading disability manifests differently across writing systems, and may be related to different deficits in constitutive processes. Here we simulate some aspects of reading acquisition in Chinese and English using the same model architecture for both writing systems. The contribution of semantic and phonological processing to literacy acquisition in the two languages is simulated, including specific effects of phonological and semantic deficits. Further, we demonstrate that similar patterns of performance are observed when the same model is trained on both Chinese and English as an "early bilingual." The results are consistent with the view that reading skill is acquired by the application of statistical learning rules to mappings among print, sound and meaning, and that differences in the typical and disordered acquisition of reading skill between writing systems are driven by differences in the statistical patterns of the writing systems themselves, rather than differences in cognitive architecture of the learner. PMID:24587693

Effects of aging and text-stimulus quality on the word-frequency effect during Chinese reading.

PubMed

Wang, Jingxin; Li, Lin; Li, Sha; Xie, Fang; Liversedge, Simon P; Paterson, Kevin B

2018-06-01

Age-related reading difficulty is well established for alphabetic languages. Compared to young adults (18-30 years), older adults (65+ years) read more slowly, make more and longer fixations, make more regressions, and produce larger word-frequency effects. However, whether similar effects are observed for nonalphabetic languages like Chinese remains to be determined. In particular, recent research has suggested Chinese readers experience age-related reading difficulty but do not produce age differences in the word-frequency effect. This might represent an important qualitative difference in aging effects, so we investigated this further by presenting young and older adult Chinese readers with sentences that included high- or low-frequency target words. Additionally, to test theories that suggest reductions in text-stimulus quality differentially affect lexical processing by adult age groups, we presented either the target words (Experiment 1) or all characters in sentences (Experiment 2) normally or with stimulus quality reduced. Analyses based on mean eye-movement parameters and distributional analyses of fixation times for target words showed typical age-related reading difficulty. We also observed age differences in the word-frequency effect, predominantly in the tails of fixation-time distributions, consistent with an aging effect on the processing of high- and low-frequency words. Reducing stimulus quality disrupted eye movements more for the older readers, but the influence of stimulus quality on the word-frequency effect did not differ across age groups. This suggests Chinese older readers' lexical processing is resilient to reductions in stimulus quality, perhaps due to greater experience recognizing words from impoverished visual input. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

A Systematic Review of Cross-cultural Adaptation of the Oswestry Disability Index.

PubMed

Yao, Min; Wang, Qiong; Li, Zun; Yang, Long; Huang, Pin-Xian; Sun, Yue-Li; Wang, Jing; Wang, Yong-Jun; Cui, Xue-Jun

2016-12-15

Systematic review of cross-cultural adaptation of the Oswestry Disability Index (ODI). The aim of this study was to evaluate the translation procedures for and measurement properties of cross-cultural adaptations of the ODI. The ODI is the most commonly used questionnaire to determine the outcome of low back pain, and has been translated into many other languages, such as Danish, Greek, and Korean, and adapted for use in different countries. PubMed, the Cochrane Library, Medline, and EMBASE were searched from the time they were established to January 2015. Studies related to cross-cultural adaptation of the ODI in a specific language/culture were included. Guidelines for the Process of Cross-Cultural Adaptation of Self-Report Measures and Quality Criteria for Psychometric Properties of Health Status Questionnaire were used for assessment. This study included 27 versions of ODI adaptations in 24 different languages/cultures. Only the Danish-Danish adaptation employed all six of the cross-cultural adaptation processes. Expert committee review (three of 27), back translation (eight of 27), and pretesting (nine of 27) were conducted in very few studies. The Polish-Polish (two) adaptation reported all (nine of nine) the measurement properties, whereas the Traditional Chinese-Taiwan and Hungarian-Hungarian adaptations reported six of them. Content validity (16/27), construct validity (17/27), and reliability (22/27) were determined in a relatively high number of studies, whereas agreement (three of 27), responsiveness (12/27), floor and ceiling effects (six of 27), and interpretability (one of 27) were only determined in some studies. We recommend the Traditional Chinese-Taiwan, Simplified Chinese-Mandarin Chinese, Danish-Danish, German-Swiss, Hungarian-Hungarian, Italian-Italian, and Polish-Polish (two) versions for application, but Traditional Chinese-Hong Kong, French-Swiss, Japanese-Japanese (two), Polish-Polish (two), Tamil-Indian, and Thai-Thai versions may need more research. Furthermore, supplementary tests for the adaptations are necessary, especially for assessing agreement, responsiveness, and interpretability. 1.

Functional magnetic resonance imaging (fMRI)-aided therapeutics of Chinese speech area-related lesions: screening of fMRI-stimulating mode and its clinical applications.

PubMed

Wu, Nan; Xie, Bing; Wu, Guo-Cai; Lan, Chuan; Wang, Jian; Feng, Hua

2010-01-01

Language area-related lesion is a serious issue in neurosurgery. Removing the lesion in the language area and at the same time preserving language functions is a great challenge. In this study, we aimed to screen functional magnetic resonance imaging (fMRI) based task types suitable for activation of Broca and Wernicke areas in Chinese population, characterize lesion properties of functional area of Chinese language in brain, and assess the potential of fMRI-guided neuronavigation in clinical applications. Blood oxygen level-dependent fMRI has been used to localize language area prior to operation. We carried out extensive fMRI analyses and conducted operation on patients with lesions in speech area. fMRI tests revealed that the reciting task in Chinese can steadily activate the Broca area, and paragraph comprehension task in Chinese can effectively activate the Wernicke area. Cortical stimulation of patients when being awake during operation validated the sensitivity and accuracy of fMRI. The safe distance between language activation area and removal of the lesion in language area was determined to be about 10 mm. Further investigation suggested that navigation of fMRI combined with diffuse tensor imaging can decrease the incidence of postoperative dysfunction and increase the success rate for complete removal of lesion. Taken together, these findings may be helpful to clinical therapy for language area-related lesions.

Subtlety of Ambient-Language Effects in Babbling: A Study of English- and Chinese-Learning Infants at 8, 10, and 12 Months

PubMed Central

Lee, Chia-Cheng; Jhang, Yuna; Chen, Li-mei; Relyea, George; Oller, D. Kimbrough

2016-01-01

Prior research on ambient-language effects in babbling has often suggested infants produce language-specific phonological features within the first year. These results have been questioned in research failing to find such effects and challenging the positive findings on methodological grounds. We studied English- and Chinese-learning infants at 8, 10, and 12 months and found listeners could not detect ambient-language effects in the vast majority of infant utterances, but only in items deemed to be words or to contain canonical syllables that may have made them sound like words with language-specific shapes. Thus, the present research suggests the earliest ambient-language effects may be found in emerging lexical items or in utterances influenced by language-specific features of lexical items. Even the ambient-language effects for infant canonical syllables and words were very small compared with ambient-language effects for meaningless but phonotactically well-formed syllable sequences spoken by adult native speakers of English and Chinese. PMID:28496393

The Processing of Relative Clause Attachment as a Tool for Resolving a Problem in Typology of Relative Clauses: Preliminary Evidence from Thai Data

ERIC Educational Resources Information Center

Siriwittayakorn, Teeranoot

2018-01-01

In typological literature, there has been disagreement as to whether there should be distinction between relative clauses (RCs) and nominal sentential complements (NSCs) in pro-drop languages such as Japanese, Chinese, Korean, Khmer and Thai. In pro-drop languages, nouns can be dropped when its reference can be retrieved from context. Therefore,…

Aspects of the Two Language System and Three Language Problem in the Changing Society of Hong Kong.

ERIC Educational Resources Information Center

Tsou, Benjamin K.

1996-01-01

Presents details of the language shifts among the various sections of the Chinese-speaking population in Hong Kong and analyzes patterns of allegiance. Notes that complex social, economic, and political pressures will affect future language in Hong Kong and that, within the domains of family, work, and others, the use of Modern Standard Chinese is…

The Pedagogical, Linguistic, and Content Features of Popular English Language Learning Websites in China: A Framework for Analysis and Design

ERIC Educational Resources Information Center

Kettle, Margaret; Yuan, Yifeng; Luke, Allan; Ewing, Robyn; Shen, Huizhong

2012-01-01

As increasing numbers of Chinese language learners choose to learn English online, there is a need to investigate popular websites and their language learning designs. This paper reports on the first stage of a study that analyzed the pedagogical, linguistic, and content features of 25 Chinese English Language Learning (ELL) websites ranked…

Exploring the Relationships between Independent Listening and Listening-Reading-Writing Tasks in Chinese Language Testing: Toward a Better Understanding of the Construct Underlying Integrated Writing Tasks

ERIC Educational Resources Information Center

Zhu, Xinhua; Li, Xueyan; Yu, Guoxing; Cheong, Choo Mui; Liao, Xian

2016-01-01

Integrated assessment tasks have been increasingly used in language tests, but the underlying constructs of integrated tasks remain elusive. This study aimed to improve understanding of the construct of integrated writing tasks in Chinese Language examinations in Hong Kong by looking at the language competences measured in the…

Mother-adolescent language proficiency and adolescent academic and emotional adjustment among Chinese American families.

PubMed

Liu, Lisa L; Benner, Aprile D; Lau, Anna S; Kim, Su Yeong

2009-04-01

This study examined the role of adolescents' and mothers' self-reports of English and heritage language proficiency in youth's academic and emotional adjustment among 444 Chinese American families. Adolescents who were proficient in English tended to exhibit higher reading achievement scores, math achievement scores, and overall GPA. Mothers who were English proficient tended to have children with higher academic achievement and fewer depressive symptoms. Results also indicated that adolescents' heritage language maintenance was associated with positive adjustment, particularly amongst foreign-born youth and for youth whose parents were highly proficient in the heritage language. Mother-adolescent match in heritage language proficiency was related to higher math achievement scores and overall GPA. Additionally, higher heritage language proficiency was associated with fewer depressive symptoms for foreign-born but not U.S.-born youth. Overall, the findings suggest that proficiency in both the English and heritage language may confer advantages to Chinese American youth.

A View from Within: A Case Study of Chinese Heritage Community Language Schools in the United States.

ERIC Educational Resources Information Center

Wang, Xueying, Ed.

A collection of essays on Chinese heritage community language schools in the United States addresses these topics: the schools, their curricula, and organization (Theresa Hsu Chao); school administration and management (Chao, Lydia Chen, Edward Chang); academic curriculum (Pay-Fen Serena Wang); non-heritage Chinese learners: practices and…

Preparedness of Chinese Students for American Culture and Communicating in English

ERIC Educational Resources Information Center

Rawlings, Melody; Sue, Edna

2013-01-01

What Chinese students learn about American culture and the English language in the classrooms of China does not adequately prepare them for the reality of American culture and communication in English. In this study, the constructs of American culture and models of English language taught in Chinese classrooms are compared with the reality of…

Chinese International Students' Social Connectedness, Social and Academic Adaptation: The Mediating Role of Global Competence

ERIC Educational Resources Information Center

Meng, Qian; Zhu, Chang; Cao, Chun

2018-01-01

This study examined global competence of Chinese international students sojourning in a non-Anglophone European country as a mediator between foreign language proficiency (i.e., English and local language) and social and academic adaptation, and social connectedness in international community. A sample of 206 Chinese students in Belgium responded…

Sustaining Teacher Change through Participating in a Comprehensive Approach to Teaching Chinese Literacy

ERIC Educational Resources Information Center

Tse, Shek Kam; Ip, Olivia King Ming; Tan, Wei Xiong; Ko, Hwa-Wei

2012-01-01

An overview is presented of a three-year project aimed at helping Chinese language teachers in Taiwan refine ways that Chinese, an ideographic language that differs markedly from alphabetic English, is taught in primary schools. Guided by university staff in Taiwan, Hong Kong University and a Taiwanese non-government social enterprise, 20…

Exploring Singapore Primary School Students' Perceptions of Chinese Asynchronous Online Discussions

ERIC Educational Resources Information Center

Chin, Wong Wan; Sum, Cheung Wing; Foon, Hew Khe

2008-01-01

Background: Asynchronous online discussion (AOD) has found widespread use in tertiary education and adult learning environment; however, there has been little research on its use in elementary school, especially in the context of the teaching of the Chinese Language. This study explores the use of AOD in a Chinese Language class in a primary…

The Acquisition of English Lexical Stress by Chinese-Speaking Learners: An OT Account

ERIC Educational Resources Information Center

Yuan, Man; Cheng, Wei

2017-01-01

Lexical stress is an important contributor to foreign accent as well as intelligibility of second language (L2) speech. The present study intends to find out to what extent Chinese-speaking learners whose native language has less evident stress can acquire English lexical stress. A production test was administered to nine advanced Chinese learners…

The Challenges of Chinese: A Preliminary Study of UK Learners' Perceptions of Difficulty

ERIC Educational Resources Information Center

Hu, Bo

2010-01-01

This study aims to highlight aspects of difficulty encountered by Chinese as a Foreign Language (CFL) learners and to explore the factors underlying these aspects. Data were gathered through a Chinese Language Learning Difficulty Survey from 164 CFL learners, mostly in British higher education. The survey data provided useful exploratory findings.…

Language, Academic, Socio-Cultural and Financial Adjustments of Mainland Chinese Students Studying in Hong Kong

ERIC Educational Resources Information Center

Cheung, Alan C. K.

2013-01-01

Purpose: The purpose of this paper is to examine language, academic, social-cultural and financial adjustments facing mainland Chinese students in Hong Kong. Design/methodology/approach: The current study employed both quantitative and qualitative methods and included over 300 mainland Chinese students from seven major universities in Hong Kong.…

Developing Orthographic Awareness among Beginning Chinese Language Learners: Investigating the Influence of Beginning Level Textbooks

ERIC Educational Resources Information Center

Fan, Hui-Mei

2010-01-01

The present study is based on the theoretical assumptions that frequency of characters and their structural components, as well as the frequency types of structural components, are important to enable learners of Chinese as a foreign language (CFL) to discover the underlying structure of Chinese characters. In the CFL context, since reliable…

The Effect of Radical-Based Grouping in Character Learning in Chinese as a Foreign Language

ERIC Educational Resources Information Center

Xu, Yi; Chang, Li-Yun; Perfetti, Charles A.

2014-01-01

The logographic nature of the Chinese writing system creates a huge hurdle for Chinese as a foreign language (CFL) learners. Existing literature (e.g., Shen, [Shen, H. H., 2010]; Taft & Chung, [Taft, M., 1999]) suggests that radical knowledge facilitates character learning. In this project, we selected 48 compound characters in eight radical…

Flipping the Classroom in Teaching Chinese as a Foreign Language

ERIC Educational Resources Information Center

Yang, Jia; Yin, Chengxu; Wang, Wei

2018-01-01

Through an in-depth analysis of quantitative and qualitative data, this article offers a case study of the advantages and challenges in the application of the flipped learning approach in the instruction of Chinese as a foreign language at the beginning level. Data were collected from two first-year Chinese classes (one in traditional and the…

A Comparative Study of Language Reforms in China and Japan. Skidmore College Faculty Research Lecture 1969.

ERIC Educational Resources Information Center

Chu, Yu-Kuang; Nishimoto, Koji

1969-01-01

Chinese and Japanese, although they are unrelated languages, nevertheless have similar writing systems, since Japanese writing employs a mixed system of Chinese characters and phonetic script. Because Chinese characters are difficult to learn, however, reform movements to simplify the writing system to make the task of learning easier for a…

The Intelligibility of Chinese-Accented English to International and American Students at a U.S. University

ERIC Educational Resources Information Center

Hardman, Jocelyn Brooks

2010-01-01

This study investigated the intelligibility of Chinese graduate students to their Indian, Chinese, Korean, and American peers. Specifically, the researcher sought to determine the teaching priorities for English for Academic Purposes in the US, where listeners have a wide variety of native languages. Research on Second Language Acquisition…

Politics, Economics, Society, and Overseas Chinese Teaching: A Case Study of Australia

ERIC Educational Resources Information Center

Chen, Ping

2016-01-01

The history and current state of Chinese teaching in Australia has largely been determined by two key factors: first, the country's policy on languages, and in particular its policy regarding foreign language education; and second, its immigrants and overseas students from Chinese-speaking countries and regions. Beginning in the 1980s, Chinese…

A Standalone but Not Lonely Language: Chinese Linguistic Environment and Education in Singapore Context

ERIC Educational Resources Information Center

Min, Huang; Kangdi, Cheng

2016-01-01

Bilingual education policy in Singapore permits the students learn both English as working language and mother tongues, such as Chinese, as L2 anchoring to culture heritage. Starting from historical and sociolinguistic reasons, this paper is intended to provide a panoramic view of Chinese education in Singapore, clarify and compare Chinese…

Reading depends on writing, in Chinese.

PubMed

Tan, Li Hai; Spinks, John A; Eden, Guinevere F; Perfetti, Charles A; Siok, Wai Ting

2005-06-14

Language development entails four fundamental and interactive abilities: listening, speaking, reading, and writing. Over the past four decades, a large body of evidence has indicated that reading acquisition is strongly associated with a child's listening skills, particularly the child's sensitivity to phonological structures of spoken language. Furthermore, it has been hypothesized that the close relationship between reading and listening is manifested universally across languages and that behavioral remediation using strategies addressing phonological awareness alleviates reading difficulties in dyslexics. The prevailing view of the central role of phonological awareness in reading development is largely based on studies using Western (alphabetic) languages, which are based on phonology. The Chinese language provides a unique medium for testing this notion, because logographic characters in Chinese are based on meaning rather than phonology. Here we show that the ability to read Chinese is strongly related to a child's writing skills and that the relationship between phonological awareness and Chinese reading is much weaker than that in reports regarding alphabetic languages. We propose that the role of logograph writing in reading development is mediated by two possibly interacting mechanisms. The first is orthographic awareness, which facilitates the development of coherent, effective links among visual symbols, phonology, and semantics; the second involves the establishment of motor programs that lead to the formation of long-term motor memories of Chinese characters. These findings yield a unique insight into how cognitive systems responsible for reading development and reading disability interact, and they challenge the prominent phonological awareness view.

Applicability of the Compensatory Encoding Model in Foreign Language Reading: An Investigation with Chinese College English Language Learners

PubMed Central

Han, Feifei

2017-01-01

While some first language (L1) reading models suggest that inefficient word recognition and small working memory tend to inhibit higher-level comprehension processes; the Compensatory Encoding Model maintains that slow word recognition and small working memory do not normally hinder reading comprehension, as readers are able to operate metacognitive strategies to compensate for inefficient word recognition and working memory limitation as long as readers process a reading task without time constraint. Although empirical evidence is accumulated for support of the Compensatory Encoding Model in L1 reading, there is lack of research for testing of the Compensatory Encoding Model in foreign language (FL) reading. This research empirically tested the Compensatory Encoding Model in English reading among Chinese college English language learners (ELLs). Two studies were conducted. Study one focused on testing whether reading condition varying time affects the relationship between word recognition, working memory, and reading comprehension. Students were tested on a computerized English word recognition test, a computerized Operation Span task, and reading comprehension in time constraint and non-time constraint reading. The correlation and regression analyses showed that the strength of association was much stronger between word recognition, working memory, and reading comprehension in time constraint than that in non-time constraint reading condition. Study two examined whether FL readers were able to operate metacognitive reading strategies as a compensatory way of reading comprehension for inefficient word recognition and working memory limitation in non-time constraint reading. The participants were tested on the same computerized English word recognition test and Operation Span test. They were required to think aloud while reading and to complete the comprehension questions. The think-aloud protocols were coded for concurrent use of reading strategies, classified into language-oriented strategies, content-oriented strategies, re-reading, pausing, and meta-comment. The correlation analyses showed that while word recognition and working memory were only significantly related to frequency of language-oriented strategies, re-reading, and pausing, but not with reading comprehension. Jointly viewed, the results of the two studies, complimenting each other, supported the applicability of the Compensatory Encoding Model in FL reading with Chinese college ELLs. PMID:28522984

Applicability of the Compensatory Encoding Model in Foreign Language Reading: An Investigation with Chinese College English Language Learners.

PubMed

Han, Feifei

2017-01-01

While some first language (L1) reading models suggest that inefficient word recognition and small working memory tend to inhibit higher-level comprehension processes; the Compensatory Encoding Model maintains that slow word recognition and small working memory do not normally hinder reading comprehension, as readers are able to operate metacognitive strategies to compensate for inefficient word recognition and working memory limitation as long as readers process a reading task without time constraint. Although empirical evidence is accumulated for support of the Compensatory Encoding Model in L1 reading, there is lack of research for testing of the Compensatory Encoding Model in foreign language (FL) reading. This research empirically tested the Compensatory Encoding Model in English reading among Chinese college English language learners (ELLs). Two studies were conducted. Study one focused on testing whether reading condition varying time affects the relationship between word recognition, working memory, and reading comprehension. Students were tested on a computerized English word recognition test, a computerized Operation Span task, and reading comprehension in time constraint and non-time constraint reading. The correlation and regression analyses showed that the strength of association was much stronger between word recognition, working memory, and reading comprehension in time constraint than that in non-time constraint reading condition. Study two examined whether FL readers were able to operate metacognitive reading strategies as a compensatory way of reading comprehension for inefficient word recognition and working memory limitation in non-time constraint reading. The participants were tested on the same computerized English word recognition test and Operation Span test. They were required to think aloud while reading and to complete the comprehension questions. The think-aloud protocols were coded for concurrent use of reading strategies, classified into language-oriented strategies, content-oriented strategies, re-reading, pausing, and meta-comment. The correlation analyses showed that while word recognition and working memory were only significantly related to frequency of language-oriented strategies, re-reading, and pausing, but not with reading comprehension. Jointly viewed, the results of the two studies, complimenting each other, supported the applicability of the Compensatory Encoding Model in FL reading with Chinese college ELLs.

Dissimilation in the Second Language Acquisition of Mandarin Chinese Tones

ERIC Educational Resources Information Center

Zhang, Hang

2016-01-01

This article extends Optimality Theoretic studies to the research on second language tone phonology. Specifically, this work analyses the acquisition of identical tone sequences in Mandarin Chinese by adult speakers of three non-tonal languages: English, Japanese and Korean. This study finds that the learners prefer not to use identical lexical…

Chinese Language and Culture Curriculum: Teacher's Manual [and] Student Activity Book.

ERIC Educational Resources Information Center

Soh, Yong-Kian; And Others

This curriculum is designed to introduce Chinese language and culture in the elementary grades, and consists of a teacher's manual and student activity book. The teacher's guide consists of an introductory section, which outlines the rationale, objectives, suggested teaching techniques and materials, and language and culture content of the…

Mandarin Chinese Immersion Program for Preschool Children in an Urban Private School in California: A Case Study

ERIC Educational Resources Information Center

Cao, Yuan

2013-01-01

This study enlisted language immersion practitioners in highlighting and exploring the issues and challenges that accompany language immersion education. Comprehensive focused personal interviews of preschool Mandarin Chinese language immersion educators in a private school provided the basis of the study. The research literature reviewed…

Phonological similarity and orthographic similarity affect probed serial recall of Chinese characters.

PubMed

Lin, Yi-Chen; Chen, Hsiang-Yu; Lai, Yvonne C; Wu, Denise H

2015-04-01

The previous literature on working memory (WM) has indicated that verbal materials are dominantly retained in phonological representations, whereas other linguistic information (e.g., orthography, semantics) only contributes to verbal WM minimally, if not negligibly. Although accumulating evidence has suggested that multiple linguistic components jointly support verbal WM, the visual/orthographic contribution has rarely been addressed in alphabetic languages, possibly due to the difficulty of dissociating the effects of word forms from the effects of their pronunciations in relatively shallow orthography. In the present study, we examined whether the orthographic representations of Chinese characters support the retention of verbal materials in this language of deep orthography. In Experiments 1a and 2, we independently manipulated the phonological and orthographic similarity of horizontal and vertical characters, respectively, and found that participants' accuracy of probed serial recall was reduced by both similar pronunciations and shared phonetic radicals in the to-be-remembered stimuli. Moreover, Experiment 1b showed that only the effect of phonological, but not that of orthographic, similarity was affected by concurrent articulatory suppression. Taken together, the present results indicate the indispensable contribution of orthographic representations to verbal WM of Chinese characters, and suggest that the linguistic characteristics of a specific language not only determine long-term linguistic-processing mechanisms, but also delineate the organization of verbal WM for that language.

Rapid Extraction of Lexical Tone Phonology in Chinese Characters: A Visual Mismatch Negativity Study

PubMed Central

Wang, Xiao-Dong; Liu, A-Ping; Wu, Yin-Yuan; Wang, Peng

2013-01-01

Background In alphabetic languages, emerging evidence from behavioral and neuroimaging studies shows the rapid and automatic activation of phonological information in visual word recognition. In the mapping from orthography to phonology, unlike most alphabetic languages in which there is a natural correspondence between the visual and phonological forms, in logographic Chinese, the mapping between visual and phonological forms is rather arbitrary and depends on learning and experience. The issue of whether the phonological information is rapidly and automatically extracted in Chinese characters by the brain has not yet been thoroughly addressed. Methodology/Principal Findings We continuously presented Chinese characters differing in orthography and meaning to adult native Mandarin Chinese speakers to construct a constant varying visual stream. In the stream, most stimuli were homophones of Chinese characters: The phonological features embedded in these visual characters were the same, including consonants, vowels and the lexical tone. Occasionally, the rule of phonology was randomly violated by characters whose phonological features differed in the lexical tone. Conclusions/Significance We showed that the violation of the lexical tone phonology evoked an early, robust visual response, as revealed by whole-head electrical recordings of the visual mismatch negativity (vMMN), indicating the rapid extraction of phonological information embedded in Chinese characters. Source analysis revealed that the vMMN was involved in neural activations of the visual cortex, suggesting that the visual sensory memory is sensitive to phonological information embedded in visual words at an early processing stage. PMID:23437235

Gender and Number Processing in Chinese Learners of Spanish--Evidence from Event Related Potentials

ERIC Educational Resources Information Center

Dowens, Margaret Gillon; Guo, Tomei; Guo, Jingjing; Barber, Horacio; Carreiras, Manuel

2011-01-01

Traditionally, age of acquisition (AoA) has been considered the single most important factor in second language (L2) acquisition and processing, particularly in the area of syntax processing. However, there is now growing evidence of the importance of other factors, such as the level of proficiency attained and the degree of overlap or similarity…

How does reading direction modulate perceptual asymmetry effects?

PubMed

Chung, Harry K S; Liu, Joyce Y W; Hsiao, Janet H

2017-08-01

Left-side bias effects refer to a bias towards the left side of the stimulus/space in perceptual/visuospatial judgments, and are argued to reflect dominance of right hemisphere processing. It remains unclear whether reading direction can also account for the bias effect. Previous studies comparing readers of languages read from left to right with those read from right to left (e.g., French vs. Hebrew) have obtained inconsistent results. As a language that can be read from left to right or from right to left, Chinese provides a unique opportunity for a within-culture examination of reading direction effects. Chinese participants performed a perceptual judgment task (with both face and Chinese character stimuli; Experiment 1) and two visuospatial attention tasks (the greyscales and line bisection tasks; Experiment 2) once before and once after a reading task, in which they read Chinese passages either from left to right or from right to left for about 20 min. After reading from right to left, participants showed significantly reduced left-side bias in Chinese character perceptual judgments but not in the other three tasks. This effect suggests that the role of reading direction on different forms of left-side bias may differ, and its modulation may be stimulus-specific.

Chinese English Learners' Strategic Competence.

PubMed

Wang, Dianjian; Lai, Hongling; Leslie, Michael

2015-12-01

The present study aims to investigate Chinese English learners' ability to use communication strategies (CSs). The subjects are put in a relatively real English referential communication setting and the analyses of the research data show that Chinese English learners, when encountering problems in foreign language (FL) communication, are characterized by the frequent use of substitution, approximation, circumlocution, literal translation, exemplification, word-coinage, repetition, and the infrequent use of cultural-knowledge and paralinguistic CSs. The rare use of paralinguistic strategies is found to be typical of Chinese English learners. The high frequency of literal translation, one first language (L1)-based strategy in our study sample, suggests that FL learners' use of L1-based CSs may depend more upon the developmental stage of their target language than the typology distance between L1 and the target language. The frequency of repetition reveals one fact that the Chinese English learners lack variety and flexibility in their use of CSs. Based on these findings, it was indicated that learners' use of CSs is influenced by a variety of factors, among which the development stage of their interlanguage and their cultural background are identified as two important factors. Some implications are finally suggested for the English foreign language teaching practice in China.

Development of a conceptually equivalent Chinese-language translation of the US Household Food Security Survey Module for Chinese immigrants to the USA

PubMed Central

Kwan, Christine ML; Napoles, Anna M; Chou, Jeyling; Seligman, Hilary K

2014-01-01

Objective To develop a conceptually equivalent Chinese-language translation of the eighteen-item US Household Food Security Survey Module. Design In the current qualitative study, we (i) highlight methodological challenges which arise in developing survey instruments that will be used to make comparisons across language groups and (ii) describe the development of a Chinese-language translation of the US Household Food Security Survey Module, called the San Francisco Chinese Food Security Module. Setting Community sites in San Francisco, CA, USA. Subjects We conducted cognitive interviews with twenty-two community members recruited from community sites hosting food pantries and with five professionals recruited from clinical settings. Results Development of conceptually equivalent surveys can be difficult. We highlight challenges related to dialect, education, literacy (e.g. preferences for more or less formal phrasing), English words and phrases for which there is no Chinese language equivalent (e.g. ‘balanced meals’ and ‘eat less than you felt you should’) and response formats. We selected final translations to maximize: (i) consistency of the Chinese translation with the intent of the English version; (ii) clarity; and (iii) similarities in understanding across dialects and literacy levels. Conclusions Survey translation is essential for conducting research in many communities. The challenges encountered illustrate how literal translations can affect the conceptual equivalence of survey items across languages. Cognitive interview methods should be routinely used for survey translation when such non-equivalence is suspected, such as in surveys addressing highly culturally bound behaviours such as diet and eating behaviours. Literally translated surveys lacking conceptual equivalence may magnify or obscure important health inequalities. PMID:24642365

A tale of two writing systems: double dissociation and metalinguistic transfer between Chinese and English word reading among Hong Kong children.

PubMed

Tong, Xiuli; Tong, Xiuhong; McBride-Chang, Catherine

2015-01-01

This study investigated the rate of school-aged Chinese-English language learners at risk for reading difficulties in either Chinese or English only, or both, among second and fifth graders in Hong Kong. In addition, we examined the metalinguistic skills that distinguished those who were poor in reading Chinese from those who were poor in reading English. The prevalence of poor English readers among children identified to be poor in Chinese word recognition across the five participating schools was approximately 42% at Grade 2 and 57% at Grade 5. Across grades, children who were poor readers of both languages tended to have difficulties in phonological and morphological awareness. Poor readers of English only were found to manifest significantly poorer phonological awareness, compared to those who were poor readers of Chinese only; their average tone awareness score was also lower relative to normally developing controls. Apart from indicating possible dissociations between Chinese first language (L1) word reading and English second language (L2) word reading, these findings suggested that the degree to which different metalinguistic skills are important for reading in different writing systems may depend on the linguistic features of the particular writing system. © Hammill Institute on Disabilities 2013.

Development and evaluation of a Chinese-language newborn feeding hotline: A prospective cohort study

PubMed Central

Janssen, Patricia A; Livingstone, Verity H; Chang, Bruce; Klein, Michael C

2009-01-01

Background Preference for formula versus breast feeding among women of Chinese descent remains a concern in North America. The goal of this study was to develop an intervention targeting Chinese immigrant mothers to increase their rates of exclusive breastfeeding. Methods We convened a focus group of immigrant women of Chinese descent in Vancouver, British Columbia to explore preferences for method of infant feeding. We subsequently surveyed 250 women of Chinese descent to validate focus group findings. Using a participatory approach, our focus group participants reviewed survey findings and developed a priority list for attributes of a community-based intervention to support exclusive breastfeeding in the Chinese community. The authors and focus group participants worked as a team to plan, implement and evaluate a Chinese language newborn feeding information telephone service staffed by registered nurses fluent in Chinese languages. Results Participants in the focus group reported a strong preference for formula feeding. Telephone survey results revealed that while pregnant Chinese women understood the benefits of breastfeeding, only 20.8% planned to breastfeed exclusively. Only 15.6% were breastfeeding exclusively at two months postpartum. After implementation of the feeding hotline, 20% of new Chinese mothers in Vancouver indicated that they had used the hotline. Among these women, the rate of exclusive breastfeeding was 44.1%; OR 3.02, (95% CI 1.78–5.09) compared to women in our survey. Conclusion Initiation of a language-specific newborn feeding telephone hotline reached a previously underserved population and may have contributed to improved rates of exclusive breastfeeding. PMID:19178746

A novel speech-processing strategy incorporating tonal information for cochlear implants.

PubMed

Lan, N; Nie, K B; Gao, S K; Zeng, F G

2004-05-01

Good performance in cochlear implant users depends in large part on the ability of a speech processor to effectively decompose speech signals into multiple channels of narrow-band electrical pulses for stimulation of the auditory nerve. Speech processors that extract only envelopes of the narrow-band signals (e.g., the continuous interleaved sampling (CIS) processor) may not provide sufficient information to encode the tonal cues in languages such as Chinese. To improve the performance in cochlear implant users who speak tonal language, we proposed and developed a novel speech-processing strategy, which extracted both the envelopes of the narrow-band signals and the fundamental frequency (F0) of the speech signal, and used them to modulate both the amplitude and the frequency of the electrical pulses delivered to stimulation electrodes. We developed an algorithm to extract the fundatmental frequency and identified the general patterns of pitch variations of four typical tones in Chinese speech. The effectiveness of the extraction algorithm was verified with an artificial neural network that recognized the tonal patterns from the extracted F0 information. We then compared the novel strategy with the envelope-extraction CIS strategy in human subjects with normal hearing. The novel strategy produced significant improvement in perception of Chinese tones, phrases, and sentences. This novel processor with dynamic modulation of both frequency and amplitude is encouraging for the design of a cochlear implant device for sensorineurally deaf patients who speak tonal languages.

Syntactic and semantic processing of Chinese middle sentences: evidence from event-related potentials.

PubMed

Zeng, Tao; Mao, Wen; Lu, Qing

2016-05-25

Scalp-recorded event-related potentials are known to be sensitive to particular aspects of sentence processing. The N400 component is widely recognized as an effect closely related to lexical-semantic processing. The absence of an N400 effect in participants performing tasks in Indo-European languages has been considered evidence that failed syntactic category processing appears to block lexical-semantic integration and that syntactic structure building is a prerequisite of semantic analysis. An event-related potential experiment was designed to investigate whether such syntactic primacy can be considered to apply equally to Chinese sentence processing. Besides correct middles, sentences with either single semantic or single syntactic violation as well as double syntactic and semantic anomaly were used in the present research. Results showed that both purely semantic and combined violation induced a broad negativity in the time window 300-500 ms, indicating the independence of lexical-semantic integration. These findings provided solid evidence that lexical-semantic parsing plays a crucial role in Chinese sentence comprehension.

On Chinese Loan Words from English Language

ERIC Educational Resources Information Center

Yan, Yun; Deng, Tianbai

2009-01-01

In the recent twenty years, with China's reform and opening policy to the outside world, there is a sharp increase in English loan words in Chinese. On the one hand, it demonstrates that China's soft power has been booming up. But on the other hand, some language pollution in the meanwhile is caused by non-standard use of loan words in Chinese.…

Students Learn about Chinese Culture through the Folktale "Yeh-Shen": Emphasizing Figurative Language Interpretation

ERIC Educational Resources Information Center

Palmer, Barbara C.; Sun, Lingzhi; Leclere, Judith T.

2012-01-01

This article will analyze the figurative language that reflects Chinese traditional society and culture in "Yeh-Shen." The authors will consider both the figures of speech and the figures of thought (to include symbolism) that provide insight into an understanding of the Chinese culture through a reading of "Yeh-Shen." This analysis can be used by…

Testing the Improvement of English as a Foreign Language Instruction among Chinese College Students through Computerized Graphic Visuals

ERIC Educational Resources Information Center

Yang, Quan; Miller, Michael; Bai, Kang

2011-01-01

The purpose of this study was to determine if animated illustrations would increase the recall and comprehension of a subject matter, English as a foreign language (EFL), among Chinese college students. The study was specifically designed to identify the influence of graphics on Chinese EFL students' learning by comparing abstract versus concrete…

The Effects of L2 Proficiency on Pragmatics Instruction: A Web-Based Approach to Teaching Chinese Expressions of Gratitude

ERIC Educational Resources Information Center

Yang, Li

2017-01-01

This study investigated whether the effects of pragmatics instruction delivered via a self-access website in a Chinese as a foreign language learning environment vary according to learners' language proficiency. The website provided learners with explicit instruction in how to express gratitude appropriately in Chinese and offered them pragmatic…

Newtown High School. Queens Chinese/Korean Bilingual Language Arts Resource Center, 1981-1982. O.E.E. Evaluation Report.

ERIC Educational Resources Information Center

Choy, Michelle; And Others

The Queens Chinese/Korean Bilingual Language Arts Resource Center operates at Newtown High School, in a multiethnic neighborhood in Queens, New York. The program, designed to provide bilingual educational services and curricular materials to Chinese and Korean students (grades 9-12) at Newtown, and ancillary services to students at Bryant High…

Native Language Experience Shapes Neural Basis of Addressed and Assembled Phonologies

PubMed Central

Mei, Leilei; Xue, Gui; Lu, Zhong-Lin; He, Qinghua; Wei, Miao; Zhang, Mingxia; Dong, Qi; Chen, Chuansheng

2015-01-01

Previous studies have suggested differential engagement of addressed and assembled phonologies in reading Chinese and alphabetic languages (e.g., English) and the modulatory role of native language in learning to read a second language. However, it is not clear whether native language experience shapes the neural mechanisms of addressed and assembled phonologies. To address this question, we trained native Chinese and native English speakers to read the same artificial language (based on Korean Hangul) either through addressed (i.e., whole-word mapping) or assembled (i.e., grapheme-to-phoneme mapping) phonology. We found that, for both native Chinese and native English speakers, addressed phonology relied on the regions in the ventral pathway, whereas assembled phonology depended on the regions in the dorsal pathway. More importantly, we found that the neural mechanisms of addressed and assembled phonologies were shaped by native language experience. Specifically, two key regions for addressed phonology (i.e., the left middle temporal gyrus and right inferior temporal gyrus) showed greater activation for addressed phonology in native Chinese speakers, while one key region for assembled phonology (i.e., the left supramarginal gyrus) showed more activation for assembled phonology in native English speakers. These results provide direct neuroimaging evidence for the effect of native language experience on the neural mechanisms of phonological access in a new language and support the assimilation-accommodation hypothesis. PMID:25858447

An Investigation Into Second Language Aptitude for Advanced Chinese Language Learning

ERIC Educational Resources Information Center

Winke, Paula

2013-01-01

In this study I examine the construct of aptitude in learning Chinese as a second language (L2) to an advanced level. I test 2 hypotheses: first, that L2 aptitude comprises 4 components--working memory, rote memory, grammatical sensitivity, and phonemic coding ability--and second, that L2 aptitude affects learning both directly and indirectly…

Variation in Second Language Learners' Strategies among Non-Native English Speakers from Three Language/Culture Backgrounds

ERIC Educational Resources Information Center

Ebsworth, Miriam Eisenstein; Tang, Frank Lixing; Razavi, Nikta; Aiello, Jacqueline

2014-01-01

This study explored the effects of cultural and linguistic background, L2 proficiency, and gender on language learning strategies for 263 college-level learners from Chinese, Russian, and Latino backgrounds. Data based on the SILL (Oxford, 2001) revealed that Russian students used significantly more strategies than the Chinese students in three…

An Exploration of Chinese EFL Learners' Unwillingness to Communicate and Foreign Language Anxiety

ERIC Educational Resources Information Center

Liu, Meihua; Jackson, Jane

2008-01-01

This article reports the results of a study of the unwillingness to communicate, and anxiety of Chinese learners of English as a foreign language (EFL) in English language classrooms. A 70-item survey of 547 first-year undergraduate non-English majors revealed that (a) Most of the students were willing to participate in interpersonal…

Understanding the Nature of Performance: The Influence of Learner Background on School-Age Learner Achievement in Chinese

ERIC Educational Resources Information Center

Scrimgeour, Andrew

2012-01-01

While Chinese language learning in Australian schools is characterised by predominantly second language programs for learners who have had no prior exposure to the target language, there is increasing participation by Australian-born children who speak Putonghua (Mandarin) or another dialect at home. Curriculum and assessment frameworks and…

Why Some Imperfectives Are Interpreted Imperfectly: A Study of Chinese Learners of Japanese

ERIC Educational Resources Information Center

Gabriele, Alison; McClure, William

2011-01-01

The study investigates whether advanced second language (L2) learners can extend beyond the grammatical properties of the first language (L1) to successfully acquire tense and aspect. We examine the acquisition of the semantics of the imperfective marker "te-iru" in Japanese by native speakers of Mandarin Chinese, a language that…

Beliefs and Practices Regarding Intercultural Competence among Chinese Teachers of English at a Chinese University

ERIC Educational Resources Information Center

Tian, Jie

2013-01-01

The foreign/world language (FL/WL) profession has become more concerned with intercultural dimensions of language teaching and learning. Various models and theories have been suggested from both inside and outside the language education field to help teachers understand the intercultural dimensions in teaching and improve their practices regarding…

Second Language and Literacy Learning in School and at Home: An Ethnographic Study of Chinese Canadian First Graders' Experiences

ERIC Educational Resources Information Center

Li, Guofang

2007-01-01

Based on the theoretical perspectives of socio-constructivism and language socialization, this study reports two Chinese Canadian first grader's experiences of language and literacy learning in and out of school in a unique sociocultural setting where they were "the mainstream." The article examines the students' reading and writing…

Cultural views, language ability, and mammography use in Chinese American women.

PubMed

Liang, Wenchi; Wang, Judy; Chen, Mei-Yuh; Feng, Shibao; Yi, Bin; Mandelblatt, Jeanne S

2009-12-01

Mammography screening rates among Chinese American women have been reported to be low. This study examines whether and how culture views and language ability influence mammography adherence in this mostly immigrant population. Asymptomatic Chinese American women (n = 466) aged 50 and older, recruited from the Washington, D.C. area, completed a telephone interview. Regular mammography was defined as having two mammograms at age-appropriate recommended intervals. Cultural views were assessed by 30 items, and language ability measured women's ability in reading, writing, speaking, and listening to English. After controlling for risk perception, worry, physician recommendation, family encouragement, and access barriers, women holding a more Chinese/Eastern cultural view were significantly less likely to have had regular mammograms than those having a Western cultural view. English ability was positively associated with mammography adherence. The authors' results imply that culturally sensitive and language-appropriate educational interventions are likely to improve mammography adherence in this population.

Cultural Views, Language Ability, and Mammography Use in Chinese American Women

PubMed Central

Liang, Wenchi; Wang, Judy; Chen, Mei-Yuh; Feng, Shibao; Yi, Bin; Mandelblatt, Jeanne S.

2013-01-01

Mammography screening rates among Chinese American women have been reported to be low. This study examines whether and how culture views and language ability influence mammography adherence in this mostly immigrant population. Asymptomatic Chinese American women (n = 466) aged 50 and older, recruited from the Washington, D.C. area, completed a telephone interview. Regular mammography was defined as having two mammograms at age-appropriate recommended intervals. Cultural views were assessed by 30 items, and language ability measured women’s ability in reading, writing, speaking, and listening to English. After controlling for risk perception, worry, physician recommendation, family encouragement, and access barriers, women holding a more Chinese/Eastern cultural view were significantly less likely to have had regular mammograms than those having a Western cultural view. English ability was positively associated with mammography adherence. The authors’ results imply that culturally sensitive and language-appropriate educational interventions are likely to improve mammography adherence in this population. PMID:19233947

A Sociolinguistic Profile of 100 Mothers from Middle to Upper-Middle Socio-Economic Backgrounds in Penang-Chinese Community: What Languages Do They Speak at Home with Their Children?

ERIC Educational Resources Information Center

Low, Hui Min; Nicholas, Howard; Wales, Roger

2010-01-01

This paper reports the findings of a survey of 100 mothers of Chinese children aged between 6 and 36 months from middle to upper-middle socio-economic backgrounds in Penang, Malaysia. The findings include the language backgrounds of these mothers, their contextual uses of multiple languages and their language choices with their children. Through…

The Effect of Pinyin Input Experience on the Link Between Semantic and Phonology of Chinese Character in Digital Writing.

PubMed

Chen, Jingjun; Luo, Rong; Liu, Huashan

2017-08-01

With the development of ICT, digital writing is becoming much more common in people's life. Differently from keyboarding alphabets directly to input English words, keyboarding Chinese character is always through typing phonetic alphabets and then identify the glyph provided by Pinyin input-method software while in this process which do not need users to produce orthography spelling, thus it is different from traditional written language production model based on handwriting process. Much of the research in this domain has found that using Pinyin input method is beneficial to Chinese characters recognition, but only a small part explored the effects of individual's Pinyin input experience on the Chinese characters production process. We ask whether using Pinyin input-method will strengthen the semantic-phonology linkage or semantic-orthography linkage in Chinese character mental lexicon. Through recording the RT and accuracy of participants completing semantic-syllable and semantic-glyph consistency judgments, the results found the accuracy of semantic-syllable consistency judgments in high Pinyin input experienced group was higher than that in low-experienced group, and RT was reversed. There were no significant differences on semantic-glyph consistency judgments between the two groups. We conclude that using Pinyin input method in Chinese digital writing can strengthen the semantic-phonology linkage while do not weakening the semantic-orthography linkage in mental lexicon at the same time, which means that Pinyin input method is beneficial to lexical processing involving Chinese cognition.

Processing of acoustic and phonological information of lexical tones in Mandarin Chinese revealed by mismatch negativity.

PubMed

Yu, Keke; Wang, Ruiming; Li, Li; Li, Ping

2014-01-01

The accurate perception of lexical tones in tonal languages involves the processing of both acoustic information and phonological information carried by the tonal signal. In this study we evaluated the relative role of the two types of information in native Chinese speaker's processing of tones at a preattentive stage with event-related potentials (ERPs), particularly the mismatch negativity (MNN). Specifically, we distinguished the acoustic from the phonological information by manipulating phonological category and acoustic interval of the stimulus materials. We found a significant main effect of phonological category for the peak latency of MMN, but a main effect of both phonological category and acoustic interval for the mean amplitude of MMN. The results indicated that the two types of information, acoustic and phonological, play different roles in the processing of Chinese lexical tones: acoustic information only impacts the extent of tonal processing, while phonological information affects both the extent and the time course of tonal processing. Implications of these findings are discussed in light of neurocognitive processes of phonological processing.

Exploring the neural correlates of lexical stress perception in english among Chinese-English bilingual children with autism spectrum disorder: An ERP study.

PubMed

Zhang, Juan; Meng, Yaxuan; Tong, Xiuhong; Yuan, Zhen; Wu, Chenggang; Ieong, Sao Leng

2018-02-14

Previous studies found that individuals with autism spectrum disorder (ASD) were less sensitive to the variations of lexical stress in their native language than typically developing controls. However, no study has been conducted to explore the perception of lexical stress in the second language among individuals with ASD. Using ERPs (event-related potentials) measurement with an oddball paradigm, the current study examined and compared the neural responses by Chinese-English bilingual children with ASD and typically developing controls in the processing of English lexical stress. The results showed that when compared with typically developing controls, children with ASD manifested reduced MMN (mismatch negativity) amplitude at the left temporal-parietal and parietal sites, indicating that they were less sensitive to lexical stress. However, a more negative MMN response was found for ASD group than for typically developing group at the right central-parietal, temporal-parietal, and temporal sites. In addition, the right hemisphere was more activated than the left hemisphere for ASD group, which might be derived from the reversed asymmetry of brain activation for individuals with ASD when processing language-related stimuli. Copyright © 2017 Elsevier B.V. All rights reserved.

Writing System Modulates the Association between Sensitivity to Acoustic Cues in Music and Reading Ability: Evidence from Chinese–English Bilingual Children

PubMed Central

Zhang, Juan; Meng, Yaxuan; Wu, Chenggang; Zhou, Danny Q.

2017-01-01

Music and language share many attributes and a large body of evidence shows that sensitivity to acoustic cues in music is positively related to language development and even subsequent reading acquisition. However, such association was mainly found in alphabetic languages. What remains unclear is whether sensitivity to acoustic cues in music is associated with reading in Chinese, a morphosyllabic language. The present study aimed to answer this question by measuring music (i.e., musical metric perception and pitch discrimination), language (i.e., phonological awareness, lexical tone sensitivity), and reading abilities (i.e., word recognition) among 54 third-grade Chinese–English bilingual children. After controlling for age and non-verbal intelligence, we found that both musical metric perception and pitch discrimination accounted for unique variance of Chinese phonological awareness while pitch discrimination rather than musical metric perception predicted Chinese lexical tone sensitivity. More importantly, neither musical metric perception nor pitch discrimination was associated with Chinese reading. As for English, musical metric perception and pitch discrimination were correlated with both English phonological awareness and English reading. Furthermore, sensitivity to acoustic cues in music was associated with English reading through the mediation of English phonological awareness. The current findings indicate that the association between sensitivity to acoustic cues in music and reading may be modulated by writing systems. In Chinese, the mapping between orthography and phonology is not as transparent as in alphabetic languages such as English. Thus, this opaque mapping may alter the auditory perceptual sensitivity in music to Chinese reading. PMID:29170647

Changes in pitch height elicit both language universal and language dependent changes in neural representation of pitch in the brainstem and auditory cortex

PubMed Central

Krishnan, Ananthanarayan; Suresh, Chandan H.; Gandour, Jackson T.

2017-01-01

Language experience shapes encoding of pitch-relevant information at both brainstem and cortical levels of processing. Pitch height is a salient dimension that orders pitch from low to high. Herein we investigate the effects of language experience (Chinese, English) in the brainstem and cortex on i) neural responses to variations in pitch height, ii) presence of asymmetry in cortical pitch representation, and iii) patterns of relative changes in magnitude of pitch height between these two levels of brain structure. Stimuli were three nonspeech homologs of Mandarin Tone 2 varying in pitch height only. The frequency-following response (FFR) and the cortical pitch-specific response (CPR) were recorded concurrently. At the Fz-linked T7/T8 site, peak latency of Na, Pb, and Nb decreased with increasing pitch height for both groups. Peak-to-peak amplitude of Na–Pb and Pb–Nb increased with increasing pitch height across groups. A language-dependent effect was restricted to Na-Pb; the Chinese had larger amplitude than the English group. At temporal sites (T7/T8), the Chinese group had larger amplitude, as compared to English, across stimuli, but also limited to the Na-Pb component and right temporal site. In the brainstem, F0 magnitude decreased with increasing pitch height; Chinese had larger magnitude across stimuli. A comparison of CPR and FFR responses revealed distinct patterns of relative changes in magnitude common to both groups. CPR amplitude increased and FFR amplitude decreased with increasing pitch height. Experience-dependent effects on CPR components vary as a function of neural sensitivity to pitch height within a particular temporal window (Na–Pb). Differences between the auditory brainstem and cortex imply distinct neural mechanisms for pitch extraction at both levels of brain structure. PMID:28108254

Changes in pitch height elicit both language-universal and language-dependent changes in neural representation of pitch in the brainstem and auditory cortex.

PubMed

Krishnan, Ananthanarayan; Suresh, Chandan H; Gandour, Jackson T

2017-03-27

Language experience shapes encoding of pitch-relevant information at both brainstem and cortical levels of processing. Pitch height is a salient dimension that orders pitch from low to high. Herein we investigate the effects of language experience (Chinese, English) in the brainstem and cortex on (i) neural responses to variations in pitch height, (ii) presence of asymmetry in cortical pitch representation, and (iii) patterns of relative changes in magnitude of pitch height between these two levels of brain structure. Stimuli were three nonspeech homologs of Mandarin Tone 2 varying in pitch height only. The frequency-following response (FFR) and the cortical pitch-specific response (CPR) were recorded concurrently. At the Fz-linked T7/T8 site, peak latency of Na, Pb, and Nb decreased with increasing pitch height for both groups. Peak-to-peak amplitude of Na-Pb and Pb-Nb increased with increasing pitch height across groups. A language-dependent effect was restricted to Na-Pb; the Chinese had larger amplitude than the English group. At temporal sites (T7/T8), the Chinese group had larger amplitude, as compared to English, across stimuli, but also limited to the Na-Pb component and right temporal site. In the brainstem, F0 magnitude decreased with increasing pitch height; Chinese had larger magnitude across stimuli. A comparison of CPR and FFR responses revealed distinct patterns of relative changes in magnitude common to both groups. CPR amplitude increased and FFR amplitude decreased with increasing pitch height. Experience-dependent effects on CPR components vary as a function of neural sensitivity to pitch height within a particular temporal window (Na-Pb). Differences between the auditory brainstem and cortex imply distinct neural mechanisms for pitch extraction at both levels of brain structure. Copyright © 2017 IBRO. Published by Elsevier Ltd. All rights reserved.

Recognizing Chinese characters in digital ink from non-native language writers using hierarchical models

NASA Astrophysics Data System (ADS)

Bai, Hao; Zhang, Xi-wen

2017-06-01

While Chinese is learned as a second language, its characters are taught step by step from their strokes to components, radicals to components, and their complex relations. Chinese Characters in digital ink from non-native language writers are deformed seriously, thus the global recognition approaches are poorer. So a progressive approach from bottom to top is presented based on hierarchical models. Hierarchical information includes strokes and hierarchical components. Each Chinese character is modeled as a hierarchical tree. Strokes in one Chinese characters in digital ink are classified with Hidden Markov Models and concatenated to the stroke symbol sequence. And then the structure of components in one ink character is extracted. According to the extraction result and the stroke symbol sequence, candidate characters are traversed and scored. Finally, the recognition candidate results are listed by descending. The method of this paper is validated by testing 19815 copies of the handwriting Chinese characters written by foreign students.

Can Learning a Foreign Language Foster Analytic Thinking?-Evidence from Chinese EFL Learners' Writings.

PubMed

Jiang, Jingyang; Ouyang, Jinghui; Liu, Haitao

2016-01-01

Language is not only the representation of thinking, but also shapes thinking. Studies on bilinguals suggest that a foreign language plays an important and unconscious role in thinking. In this study, a software-Linguistic Inquiry and Word Count 2007-was used to investigate whether the learning of English as a foreign language (EFL) can foster Chinese high school students' English analytic thinking (EAT) through the analysis of their English writings with our self-built corpus. It was found that: (1) learning English can foster Chinese learners' EAT. Chinese EFL learners' ability of making distinctions, degree of cognitive complexity and degree of thinking activeness have all improved along with the increase of their English proficiency and their age; (2) there exist differences in Chinese EFL learners' EAT and that of English native speakers, i. e. English native speakers are better in the ability of making distinctions and degree of thinking activeness. These findings suggest that the best EFL learners in high schools have gained native-like analytic thinking through six years' English learning and are able to switch their cognitive styles as needed.

Word Recognition and Cognitive Profiles of Chinese Pre-School Children at Risk for Dyslexia through Language Delay or Familial History of Dyslexia

ERIC Educational Resources Information Center

McBride-Chang, Catherine; Lam, Fanny; Lam, Catherine; Doo, Sylvia; Wong, Simpson W. L.; Chow, Yvonne Y. Y.

2008-01-01

Background: This study sought to identify cognitive abilities that might distinguish Hong Kong Chinese kindergarten children at risk for dyslexia through either language delay or familial history of dyslexia from children who were not at risk and to examine how these abilities were associated with Chinese word recognition. The cognitive skills of…

JPRS Report China

DTIC Science & Technology

1988-04-25

Chinese 7 Apr 88p6 [Excerpt] Washington, 5 Apr—Han Xu, Chinese Ambas- sador to the United States, made a speech at the Sidwell Friends School in...deeper interest in studying each other’s languages. Han Xu particularly mentioned the achievements made by the Sidwell Friends School in running...Chinese language courses for middle school students in Washington. The ambassador also talked about both countries’ achievements in scientific

Chinese Learners of English See Chinese Words When Reading English Words

ERIC Educational Resources Information Center

Ma, Fengyang; Ai, Haiyang

2018-01-01

The present study examines when second language (L2) learners read words in the L2, whether the orthography and/or phonology of the translation words in the first language (L1) is activated and whether the patterns would be modulated by the proficiency in the L2. In two experiments, two groups of Chinese learners of English immersed in the L1…

Mother-Adolescent Language Proficiency and Adolescent Academic and Emotional Adjustment Among Chinese American Families

PubMed Central

Benner, Aprile D.; Lau, Anna S.; Kim, Su Yeong

2009-01-01

This study examined the role of adolescents’ and mothers’ self-reports of English and heritage language proficiency in youth’s academic and emotional adjustment among 444 Chinese American families. Adolescents who were proficient in English tended to exhibit higher reading achievement scores, math achievement scores, and overall GPA. Mothers who were English proficient tended to have children with higher academic achievement and fewer depressive symptoms. Results also indicated that adolescents’ heritage language maintenance was associated with positive adjustment, particularly amongst foreign-born youth and for youth whose parents were highly proficient in the heritage language. Mother-adolescent match in heritage language proficiency was related to higher math achievement scores and overall GPA. Additionally, higher heritage language proficiency was associated with fewer depressive symptoms for foreign-born but not U.S.-born youth. Overall, the findings suggest that proficiency in both the English and heritage language may confer advantages to Chinese American youth. PMID:19636729

Comparison of directed and weighted co-occurrence networks of six languages

NASA Astrophysics Data System (ADS)

Gao, Yuyang; Liang, Wei; Shi, Yuming; Huang, Qiuling

2014-01-01

To study commonalities and differences among different languages, we select 100 reports from the documents of the United Nations, each of which was written in Arabic, Chinese, English, French, Russian and Spanish languages, separately. Based on these corpora, we construct 6 weighted and directed word co-occurrence networks. Besides all the networks exhibit scale-free and small-world features, we find several new non-trivial results, including connections among English words are denser, and the expression of English language is more flexible and powerful; the connection way among Spanish words is more stringent and this indicates that the Spanish grammar is more rigorous; values of many statistical parameters of the French and Spanish networks are very approximate and this shows that these two languages share many commonalities; Arabic and Russian words have many varieties, which result in rich types of words and a sparse connection among words; connections among Chinese words obey a more uniform distribution, and one inclines to use the least number of Chinese words to express the same complex information as those in other five languages. This shows that the expression of Chinese language is quite concise. In addition, several topics worth further investigating by the complex network approach have been observed in this study.

The Contribution of Phonological and Morphological Awareness in Chinese-English Bilingual Reading Acquisition

ERIC Educational Resources Information Center

Lin, Candise Y.; Cheng, Chenxi; Wang, Min

2018-01-01

The current study examined the contribution of cross-language phonological and morphological awareness to reading acquisition in bilingual children. Participants were 140 children (M[subscript age] = 8.26 years) between Grades 1-4 who learned Chinese as their first language and English as their second language. Awareness of phoneme, onset-rime,…

Variation in Second Language Learners' Strategies among Non-Native English Speakers from Three Language/Culture Backgrounds

ERIC Educational Resources Information Center

Ebsworth, Miriam Eisenstein; Tang, Frank Lixing; Razavi, Nikta; Aiello, Jacqueline

2014-01-01

This study explored the effects of cultural and linguistic background, L2 proficiency, and gender on language learning strategies for 263 college-level learners from Chinese, Russian, and Latino backgrounds. Data based on the SILL (Oxford, 2001) revealed that Russian students used significantly more strategies than the Chinese students in three…

Motivators that Do Not Motivate: The Case of Chinese EFL Learners and the Influence of Culture on Motivation

ERIC Educational Resources Information Center

Chen, Judy F.; Warden, Clyde A.; Chang, Huo-Tsan

2005-01-01

Language learning motivation plays an important role in both research and teaching, yet language learners are still largely understood in terms of North American and European cultural values. This research explored language learning motivation constructs in a Chinese cultural setting, where large numbers of students are required to study English.…

Differential Influences of Parental Home Literacy Practices and Anxiety in English as a Foreign Language on Chinese Children's English Development

ERIC Educational Resources Information Center

Chow, Bonnie Wing-Yin; Chui, Barbie Hiu-Tung; Lai, Michael Wei-Chun; Kwok, Sylvia Y. C. L.

2017-01-01

This study investigated the differential influences of maternal and paternal factors on Chinese children's English as a foreign language development. It took into account both behavioral (i.e. parental home literacy practices, HLP; and children's vocabulary knowledge) and emotional (i.e. parental and children's foreign language reading anxiety,…

The Tongue in Between: Some Thoughts on the Teaching of Chinese as a Second Language in Singapore

ERIC Educational Resources Information Center

Tan, Chee Lay

2014-01-01

In Singapore's unique and complex linguistic environment, it is common to have Chinese-language learners from many different backgrounds in the same school classroom, which is why Singapore is nicknamed as a "language laboratory." In this paper, I hope to examine our linguistic environment and response strategies from different angles,…

Negotiating Power and Access to Second Language Resources: A Study on Short-Term Chinese MBA Students in America

ERIC Educational Resources Information Center

Shi, Xingsong

2011-01-01

By looking into a group of 13 Chinese master's in business administration students' study abroad experience in the United States, this study contends that being situated in the second language (L2) communicative context does not guarantee international students complete access to language and cultural resources in the host society. Due to limited…

The Impact of an Online Learning Community Project on University Chinese as a Foreign Language Students' Motivation

ERIC Educational Resources Information Center

Cai, Shengrong; Zhu, Wei

2012-01-01

This study investigated the impact of an online learning community project on university students' motivation in learning Chinese as a foreign language. A newly proposed second language (L2) motivation theory--the L2 motivational self system (Dornyei, 2005, 2009)--guided this study. A concurrent transformative mixed-methods design was employed to…

Investigating the Use of a Smartphone Social Networking Application on Language Learning

ERIC Educational Resources Information Center

Sung, Ko-Yin; Poole, Frederick

2017-01-01

This study explored college students' use of a popular smartphone social networking application, WeChat, in a tandem language learning project. The research questions included (1) How do Chinese-English dyads utilize the WeChat app for weekly language learning?, and (2) What are the perceptions of the Chinese-English dyads on the use of the WeChat…

Foreign Language Reading Anxiety in a Chinese as a Foreign Language Context

ERIC Educational Resources Information Center

Zhou, Jing

2017-01-01

This study examined the foreign language (FL) reading anxiety level of learners of Chinese as a FL (n = 76) in the United States. Data from an FL reading anxiety survey, a background information survey and a face-to-face interview indicated that there was no significant difference in reading anxiety level among four course levels. In general,…

Confucius Institute Programming in the United States: Language Ideology, Hegemony, and the Making of Chinese Culture in University Classes

ERIC Educational Resources Information Center

Stambach, Amy

2015-01-01

This article explores how Confucius Institute teachers and U.S. students use language to index qualities of Chinese people and culture. The study draws on the model of "linguistic fact" to argue that students' and teachers' contextualized use of language occurs in relation to their different yet naturalized assumptions about a commonly…

A Needs Analysis for Chinese Language Teaching at a University in the United States

ERIC Educational Resources Information Center

Huang, Chuanning

2014-01-01

This paper presents the results of a one-year language curriculum needs analysis project aimed at developing a deeper understanding of the learning needs of first and second year Chinese language students at a university in the United States. The purpose of this project was to provide a foundation for further curriculum development of the…

Contribution of Oral Language Skills, Linguistic Skills, and Transcription Skills to Chinese Written Composition among Fourth-Grade Students

ERIC Educational Resources Information Center

Yeung, Pui-sze; Ho, Connie Suk-han; Chan, David Wai-ock; Chung, Kevin Kien-hoa

2013-01-01

The present study aimed to investigate the contribution of oral language skills, linguistic skills, and transcription skills to Chinese written composition among Grade 4 students in Hong Kong. Measures assessing verbal working memory, oral language skills, linguistic skills (i.e., syntactic skills and discourse skills), transcription skills (i.e.,…

The Pathway to English Word Reading in Chinese ESL Children: The Role of Spelling

ERIC Educational Resources Information Center

Lin, Dan; Liu, Yingyi; Sun, Huilin; Wong, Richard Kwok; Yeung, Susanna Siu-sze

2017-01-01

The present longitudinal study investigated the role of spelling as a bridge between various reading-related predictors and English word reading in Chinese children learning English as a Second Language (ESL). One hundred and forty-one 5-year-old kindergarten children from Hong Kong, whose first language (L1) was Cantonese and second language (L2)…

Are Alphabetic Language-Derived Models of L2 Reading Relevant to L1 Logographic Background Readers?

ERIC Educational Resources Information Center

Ehrich, John Fitzgerald; Zhang, Lawrence Jun; Mu, Jon Congjun; Ehrich, Lisa Catherine

2013-01-01

In this paper, we argue that second language (L2) reading research, which has been informed by studies involving first language (L1) alphabetic English reading, may be less relevant to L2 readers with non-alphabetic reading backgrounds, such as Chinese readers with an L1 logographic (Chinese character) learning history. We provide both…

Cultural and linguistic isolation: the breast cancer experience of Chinese-Australian women - a qualitative study.

PubMed

Kwok, Cannas; White, Kathryn

2011-08-01

Although Chinese-Australian women are at higher risk of developing breast cancer after migration to Australia, information on their experience is limited. This paper explores Chinese-Australian women's perceptions of the meaning and experience of a breast cancer diagnosis, treatment and coping mechanism. Three focus groups were conducted with 23 Chinese-Australian women diagnosed with breast cancer in their native language (Cantonese or Mandarin). Following transcription and translation, interview data was analysed by content analysis. Culturally specific values, beliefs and language barriers played a significant role in shaping the women's breast cancer experiences and their response to the diagnosis. Of note these women found the experience isolating and distressing, factors that were compounded by the lack of culturally sensitive resources and information. In providing information for Chinese-Australian women with breast cancer, culture, language and migration experience need to be taken into account.

Working memory and sentence comprehension of Hong Kong Chinese children with specific language impairment.

PubMed

Siu, Elaine; Man, David W K

2006-09-01

Children with Specific Language Impairment present with delayed language development, but do not have a history of hearing impairment, mental deficiency, or associated social or behavioral problems. Non-word repetition was suggested as an index to reflect the capacity of phonological working memory. There is a paucity of such studies among Hong Kong Chinese children. This preliminary study aimed to examine the relationship between phonological working memory and Specific Language Impairment, through the processes of non-word repetition and sentence comprehension, of children with Specific Language Impairment and pre-school children with normal language development. Both groups of children were screened by a standardized language test. A list of Cantonese (the commonest dialect used in Hong Kong) multisyllabic nonsense utterances and a set of 18 sentences were developed for this study. t-tests and Pearson correlation were used to study the relationship between non-word repetition, working memory and specific language impairment. Twenty-three pre-school children with Specific Language Impairment (mean age = 68.30 months; SD = 6.90) and another 23 pre-school children (mean age = 67.30 months; SD = 6.16) participated in the study. Significant difference performance was found between the Specific Language Impairment group and normal language group in the multisyllabic nonsense utterances repetition task and the sentence comprehension task. Length effect was noted in Specific Language Impairment group children, which is consistent with the findings of other literature. In addition, correlations were also observed between the number of nonsense utterances repeated and the number of elements comprehended. Cantonese multisyllabic nonsense utterances might be worth further developing as a screening tool for the early detection of children with Specific Language Impairment.

The First Two R's.

ERIC Educational Resources Information Center

Tzeng, Ovid J. L.; Wang, William S. Y.

1983-01-01

Indicates that the way different languages reduce speech to script affects how visual information is processed in the brain, suggesting that the relation between script and speech underlying all types of writing systems plays an important part in reading behavior. Compares memory performance of native English/Chinese speakers. (JN)

Effects of syntactic structure in the memory of concrete and abstract Chinese sentences.

PubMed

Ho, C S; Chen, H C

1993-09-01

Smith (1981) found that concrete English sentences were better recognized than abstract sentences and that this concreteness effect was potent only when the concrete sentence was also affirmative but the effect switched to an opposite end when the concrete sentence was negative. These results were partially replicated in Experiment 1 by using materials from a very different language (i.e., Chinese): concrete-affirmative sentences were better remembered than concrete-negative and abstract sentences, but no reliable difference was found between the latter two types. In Experiment 2, the task was modified by using a visual presentation instead of an oral one as in Experiment 1. Both concrete-affirmative and concrete-negative sentences were better memorized then abstract ones in Experiment 2. The findings in the two experiments are explained by a combination of the dual-coding model and Marschark's (1985) item-specific and relational processing. The differential effects of experience with different language systems on processing verbal materials in memory are also discussed.

Why do Chinese Canadians not consult mental health services: health status, language or culture?

PubMed

Chen, Alice W; Kazanjian, Arminée; Wong, Hubert

2009-12-01

Data from the Canadian Community Health Survey Cycle 1.1 showed that Chinese immigrants to Canada and Chinese individuals born in Canada were less likely than other Canadians to have contacted a health professional for mental health reasons in the previous year in the province of British Columbia. The difference persisted among individuals at moderate to high risk for depressive episode. Both immigrant and Canadian-born Chinese showed similar characteristics of mental health service use. The demographic and health factors that significantly affected their likelihood to consult mental health services included Chinese language ability, restriction in daily activities, frequency of medical consultations, and depression score. Notwithstanding lower levels of mental illness in ethnic Chinese communities, culture emerged as a major factor explaining differences in mental health consultation between Chinese and non-Chinese Canadians.

Brain Bases of Morphological Processing in Young Children

PubMed Central

Arredondo, Maria M.; Ip, Ka I; Hsu, Lucy Shih-Ju; Tardif, Twila; Kovelman, Ioulia

2017-01-01

How does the developing brain support the transition from spoken language to print? Two spoken language abilities form the initial base of child literacy across languages: knowledge of language sounds (phonology) and knowledge of the smallest units that carry meaning (morphology). While phonology has received much attention from the field, the brain mechanisms that support morphological competence for learning to read remain largely unknown. In the present study, young English-speaking children completed an auditory morphological awareness task behaviorally (n = 69, ages 6–12) and in fMRI (n = 16). The data revealed two findings: First, children with better morphological abilities showed greater activation in left temporo-parietal regions previously thought to be important for supporting phonological reading skills, suggesting that this region supports multiple language abilities for successful reading acquisition. Second, children showed activation in left frontal regions previously found active in young Chinese readers, suggesting morphological processes for reading acquisition might be similar across languages. These findings offer new insights for developing a comprehensive model of how spoken language abilities support children’s reading acquisition across languages. PMID:25930011

Two languages, two personalities? Examining language effects on the expression of personality in a bilingual context.

PubMed

Chen, Sylvia Xiaohua; Bond, Michael Harris

2010-11-01

The issue of whether personality changes as a function of language is controversial. The present research tested the cultural accommodation hypothesis by examining the impact of language use on personality as perceived by the self and by others. In Study 1, Hong Kong Chinese-English bilinguals responded to personality inventories in Chinese or English on perceived traits for themselves, typical native speakers of Chinese, and typical native speakers of English. Study 2 adopted a repeated measures design and collected data at three time points from written measures and actual conversations to examine whether bilinguals exhibited different patterns of personality, each associated with one of their two languages and the ethnicity of their interlocutors. Self-reports and behavioral observations confirmed the effects of perceived cultural norms, language priming, and interlocutor ethnicity on various personality dimensions. It is suggested that use of a second language accesses the perceived cultural norms of the group most associated with that language, especially its prototypic trait profiles, thus activating behavioral expressions of personality that are appropriate in the corresponding linguistic-social context.

Realization of Chinese word segmentation based on deep learning method

NASA Astrophysics Data System (ADS)

Wang, Xuefei; Wang, Mingjiang; Zhang, Qiquan

2017-08-01

In recent years, with the rapid development of deep learning, it has been widely used in the field of natural language processing. In this paper, I use the method of deep learning to achieve Chinese word segmentation, with large-scale corpus, eliminating the need to construct additional manual characteristics. In the process of Chinese word segmentation, the first step is to deal with the corpus, use word2vec to get word embedding of the corpus, each character is 50. After the word is embedded, the word embedding feature is fed to the bidirectional LSTM, add a linear layer to the hidden layer of the output, and then add a CRF to get the model implemented in this paper. Experimental results show that the method used in the 2014 People's Daily corpus to achieve a satisfactory accuracy.

Language-dependent changes in pitch-relevant neural activity in the auditory cortex reflect differential weighting of temporal attributes of pitch contours

PubMed Central

Krishnan, Ananthanarayan; Gandour, Jackson T.; Xu, Yi; Suresh, Chandan H.

2016-01-01

There remains a gap in our knowledge base about neural representation of pitch attributes that occur between onset and offset of dynamic, curvilinear pitch contours. The aim is to evaluate how language experience shapes processing of pitch contours as reflected in the amplitude of cortical pitch-specific response components. Responses were elicited from three nonspeech, bidirectional (falling-rising) pitch contours representative of Mandarin Tone 2 varying in location of the turning point with fixed onset and offset. At the frontocentral Fz electrode site, Na–Pb and Pb–Nb amplitude of the Chinese group was larger than the English group for pitch contours exhibiting later location of the turning point relative to the one with the earliest location. Chinese listeners’ amplitude was also greater than that of English in response to those same pitch contours with later turning points. At lateral temporal sites (T7/T8), Na–Pb amplitude was larger in Chinese listeners relative to English over the right temporal site. In addition, Pb–Nb amplitude of the Chinese group showed a rightward asymmetry. The pitch contour with its turning point located about halfway of total duration evoked a rightward asymmetry regardless of group. These findings suggest that neural mechanisms processing pitch in the right auditory cortex reflect experience-dependent modulation of sensitivity to weighted integration of changes in acceleration rates of rising and falling sections and the location of the turning point. PMID:28713201

Characteristics of Chinese-English bilingual dyslexia in right occipito-temporal lesion.

PubMed

Ting, Simon Kang Seng; Chia, Pei Shi; Chan, Yiong Huak; Kwek, Kevin Jun Hong; Tan, Wilnard; Hameed, Shahul; Tan, Eng-King

2017-11-01

Current literature suggests that right hemisphere lesions produce predominant spatial-related dyslexic error in English speakers. However, little is known regarding such lesions in Chinese speakers. In this paper, we describe the dyslexic characteristics of a Chinese-English bilingual patient with a right posterior cortical lesion. He was found to have profound spatial-related errors during his English word reading, in both real and non-words. During Chinese word reading, there was significantly less error compared to English, probably due to the ideographic nature of the Chinese language. He was also found to commit phonological-like visual errors in English, characterized by error responses that were visually similar to the actual word. There was no significant difference in visual errors during English word reading compared with Chinese. In general, our patient's performance in both languages appears to be consistent with the current literature on right posterior hemisphere lesions. Additionally, his performance also likely suggests that the right posterior cortical region participates in the visual analysis of orthographical word representation, both in ideographical and alphabetic languages, at least from a bilingual perspective. Future studies should further examine the role of the right posterior region in initial visual analysis of both languages. Copyright © 2017 Elsevier Ltd. All rights reserved.

The Use of Segmental and Suprasegmental Information in Lexical Access: A First- and Second-Language Chinese Investigation

ERIC Educational Resources Information Center

Connell, Katrina

2017-01-01

The present study investigated first language (L1) and second language (L2) Chinese categorization of tones and segments and use of tones and segments in lexical access. Previous research has shown that English listeners rely more on pitch height than pitch direction when perceiving lexical tones; however, it remains unclear if this superior use…

Subtlety of Ambient-Language Effects in Babbling: A Study of English- and Chinese-Learning Infants at 8, 10, and 12 Months

ERIC Educational Resources Information Center

Lee, Chia-Cheng; Jhang, Yuna; Chen, Li-mei; Relyea, George; Oller, D. Kimbrough

2017-01-01

Prior research on ambient-language effects in babbling has often suggested infants produce language-specific phonological features within the first year. These results have been questioned in research failing to find such effects and challenging the positive findings on methodological grounds. We studied English- and Chinese-learning infants at 8,…

Investigating the Target Language Usage in and outside Business English Classrooms for Non-English Major Undergraduates at a Chinese University

ERIC Educational Resources Information Center

Xie, Qing

2017-01-01

This article reports an investigative study on the target language use in and outside business English classrooms for non-English major undergraduates in a Chinese university context. The aims of the study are to identify the actual situation of target language use in business English teaching and to suggest ways for improvements. The study uses…

Universality in eye movements and reading: A trilingual investigation.

PubMed

Liversedge, Simon P; Drieghe, Denis; Li, Xin; Yan, Guoli; Bai, Xuejun; Hyönä, Jukka

2016-02-01

Universality in language has been a core issue in the fields of linguistics and psycholinguistics for many years (e.g., Chomsky, 1965). Recently, Frost (2012) has argued that establishing universals of process is critical to the development of meaningful, theoretically motivated, cross-linguistic models of reading. In contrast, other researchers argue that there is no such thing as universals of reading (e.g., Coltheart & Crain, 2012). Reading is a complex, visually mediated psychological process, and eye movements are the behavioural means by which we encode the visual information required for linguistic processing. To investigate universality of representation and process across languages we examined eye movement behaviour during reading of very comparable stimuli in three languages, Chinese, English and Finnish. These languages differ in numerous respects (character based vs. alphabetic, visual density, informational density, word spacing, orthographic depth, agglutination, etc.). We used linear mixed modelling techniques to identify variables that captured common variance across languages. Despite fundamental visual and linguistic differences in the orthographies, statistical models of reading behaviour were strikingly similar in a number of respects, and thus, we argue that their composition might reflect universality of representation and process in reading. Copyright © 2015 Elsevier B.V. All rights reserved.

Action and object processing in brain-injured speakers of Chinese.

PubMed

Arévalo, Analia L; Lu, Ching-Ching; Huang, Lydia B-Y; Bates, Elizabeth A; Dronkers, Nina F

2011-11-01

To see whether action and object processing across different tasks and modalities differs in brain-injured speakers of Chinese with varying fluency and lesion locations within the left hemisphere. Words and pictures representing actions and objects were presented to a group of 33 participants whose native and/or dominant language was Mandarin Chinese: 23 patients with left-hemisphere lesions due to stroke and 10 language-, age- and education-matched healthy control participants. A set of 120 stimulus items was presented to each participant in three different forms: as black and white line drawings (for picture-naming), as written words (for reading) and as aurally presented words (for word repetition). Patients were divided into groups for two separate analyses: Analysis 1 divided and compared patients based on fluency (Fluent vs. Nonfluent) and Analysis 2 compared patients based on lesion location (Anterior vs. Posterior). Both analyses yielded similar results: Fluent, Nonfluent, Anterior, and Posterior patients all produced significantly more errors when processing action (M = 0.73, SD = 0.45) relative to object (M = 0.79, SD = 0.41) stimuli, and this effect was strongest in the picture-naming task. As in our previous study with English-speaking participants using the same experimental design (Arévalo et al., 2007, Arévalo, Moineau, Saygin, Ludy, & Bates, 2005), we did not find evidence for a double-dissociation in action and object processing between groups with different lesion and fluency profiles. These combined data bring us closer to a more informed view of action/object processing in the brain in both healthy and brain-injured individuals.

Event-Related Brain Potential Investigation of Preparation for Speech Production in Late Bilinguals

PubMed Central

Wu, Yan Jing; Thierry, Guillaume

2011-01-01

It has been debated how bilinguals select the intended language and prevent interference from the unintended language when speaking. Here, we studied the nature of the mental representations accessed by late fluent bilinguals during a rhyming judgment task relying on covert speech production. We recorded event-related brain potentials in Chinese–English bilinguals and monolingual speakers of English while they indicated whether the names of pictures presented on a screen rhymed.  Whether bilingual participants focussed on rhyming selectively in English or Chinese, we found a significant priming effect of language-specific sound repetition. Surprisingly, however, sound repetitions in Chinese elicited significant priming effects even when the rhyming task was performed in English. This cross-language priming effect was delayed by ∼200  ms as compared to the within-language effect and was asymmetric, since there was no priming effect of sound repetitions in English when participants were asked to make rhyming judgments in Chinese. These results demonstrate that second language production hinders, but does not seal off, activation of the first language, whereas native language production appears immune to competition from the second language. PMID:21687468

Predicting health literacy among English-as-a-second-Language older Chinese immigrant women to Canada: comprehension of colon cancer prevention information.

PubMed

Todd, Laura; Hoffman-Goetz, Laurie

2011-06-01

Inadequate health literacy has been identified as a barrier to the utilization of health-care services, including cancer screening. This study examined predictors of health literacy among 106 older Chinese immigrant women to Canada and how colon cancer information presented in their first versus second language affected health literacy skill. Only 38.7% of the women had adequate health literacy based on Short Test of Functional Health Literacy for Adults, and 54.3% had adequate comprehension of the colon cancer information. Comprehension of the cancer information was significantly lower among women who received the information in English compared with those who received the information in Chinese. Age, acculturation, self-reported proficiency reading English, and education were significant predictors of health literacy but varied depending on the measure of health literacy used and language of the information. Presentation of cancer prevention information in one's first rather than second language improves health literacy but does not eliminate comprehension difficulties for older ESL Chinese immigrants.

Interoperation transfer in Chinese-English bilinguals' arithmetic.

PubMed

Campbell, Jamie I D; Dowd, Roxanne R

2012-10-01

We examined interoperation transfer of practice in adult Chinese-English bilinguals' memory for simple multiplication (6 × 8 = 48) and addition (6 + 8 = 14) facts. The purpose was to determine whether they possessed distinct number-fact representations in both Chinese (L1) and English (L2). Participants repeatedly practiced multiplication problems (e.g., 4 × 5 = ?), answering a subset in L1 and another subset in L2. Then separate groups answered corresponding addition problems (4 + 5 = ?) and control addition problems in either L1 (N = 24) or L2 (N = 24). The results demonstrated language-specific negative transfer of multiplication practice to corresponding addition problems. Specifically, large simple addition problems (sum > 10) presented a significant response time cost (i.e., retrieval-induced forgetting) after their multiplication counterparts were practiced in the same language, relative to practice in the other language. The results indicate that our Chinese-English bilinguals had multiplication and addition facts represented in distinct language-specific memory stores.

[Information quality and health risks in Spanish-language retail websites for Chinese herbal medicine].

PubMed

Tejedor-García, Noelia; García-Pastor, Coral; Benito-Martínez, Selma; de Lucio-Cazaña, Francisco Javier

The growing use of purchase online via Internet retailers favours the access to potentially toxic natural products. It also contributes to the quick dissemination of the claims made by the retailers on efficacy and safety, these claims being not always based upon reliable information. Here, we have conducted an online search to find Spanish-language retail websites for Chinese herbal medicine and we have analysed them for the quality of product information and the potential health risks. i) Online search in Google España to find Spanish-language retail websites for Chinese herbal medicine in which we analysed both the claims regarding possible health benefits and adequate safe use indications ii) Identification of potentially toxic herbs in the websites iii) Quantification of Chinese herbal medicines withdrawn by the Agencia Española de Medicamentos y Productos Sanitarios (AEMPS). 1) Only one third of the 30 Spanish-language retail websites found which sell Chinese herbal medicine observe the law, given that the other websites include illegal Western disease claims as marketing tools, 2) Five websites provide some safety information, 3) Two websites offer potentially toxic herbs and 4) Chinese herbal medicine adulterated with sibutramine, silfenafil or their analogues make a considerable percentage of the total products withdrawn by the AEMPS. Online health seekers should be warned about misinformation on retail websites for Chinese herbal medicine and directed to a Spanish government Web site for guidance in safely navigating the Internet for buying Chinese herbal medicine. Copyright © 2017 SESPAS. Publicado por Elsevier España, S.L.U. All rights reserved.

Teaching Business Chinese Online.

ERIC Educational Resources Information Center

Zhang, Hang

2002-01-01

Discusses a comprehensive approach to teaching business Chinese online that is beng developed in the language learning laboratory at the University of Illinois. The courseware consists of two complementary parts: a business Chinese workbook and a business Chinese simulation. (Author/VWL)

Cross-cultural consistency and diversity in intrinsic functional organization of Broca's Region.

PubMed

Zhang, Yu; Fan, Lingzhong; Caspers, Svenja; Heim, Stefan; Song, Ming; Liu, Cirong; Mo, Yin; Eickhoff, Simon B; Amunts, Katrin; Jiang, Tianzi

2017-04-15

As a core language area, Broca's region was consistently activated in a variety of language studies even across different language systems. Moreover, a high degree of structural and functional heterogeneity in Broca's region has been reported in many studies. This raised the issue of how the intrinsic organization of Broca's region effects by different language experiences in light of its subdivisions. To address this question, we used multi-center resting-state fMRI data to explore the cross-cultural consistency and diversity of Broca's region in terms of its subdivisions, connectivity patterns and modularity organization in Chinese and German speakers. A consistent topological organization of the 13 subdivisions within the extended Broca's region was revealed on the basis of a new in-vivo parcellation map, which corresponded well to the previously reported receptorarchitectonic map. Based on this parcellation map, consistent functional connectivity patterns and modularity organization of these subdivisions were found. Some cultural difference in the functional connectivity patterns was also found, for instance stronger connectivity in Chinese subjects between area 6v2 and the motor hand area, as well as higher correlations between area 45p and middle frontal gyrus. Our study suggests that a generally invariant organization of Broca's region, together with certain regulations of different language experiences on functional connectivity, might exists to support language processing in human brain. Copyright © 2017 Elsevier Inc. All rights reserved.

A psycholinguistic database for traditional Chinese character naming.

PubMed

Chang, Ya-Ning; Hsu, Chun-Hsien; Tsai, Jie-Li; Chen, Chien-Liang; Lee, Chia-Ying

2016-03-01

In this study, we aimed to provide a large-scale set of psycholinguistic norms for 3,314 traditional Chinese characters, along with their naming reaction times (RTs), collected from 140 Chinese speakers. The lexical and semantic variables in the database include frequency, regularity, familiarity, consistency, number of strokes, homophone density, semantic ambiguity rating, phonetic combinability, semantic combinability, and the number of disyllabic compound words formed by a character. Multiple regression analyses were conducted to examine the predictive powers of these variables for the naming RTs. The results demonstrated that these variables could account for a significant portion of variance (55.8%) in the naming RTs. An additional multiple regression analysis was conducted to demonstrate the effects of consistency and character frequency. Overall, the regression results were consistent with the findings of previous studies on Chinese character naming. This database should be useful for research into Chinese language processing, Chinese education, or cross-linguistic comparisons. The database can be accessed via an online inquiry system (http://ball.ling.sinica.edu.tw/namingdatabase/index.html).

Is a High Tone Pointy? Speakers of Different Languages Match Mandarin Chinese Tones to Visual Shapes Differently

PubMed Central

Shang, Nan; Styles, Suzy J.

2017-01-01

Studies investigating cross-modal correspondences between auditory pitch and visual shapes have shown children and adults consistently match high pitch to pointy shapes and low pitch to curvy shapes, yet no studies have investigated linguistic-uses of pitch. In the present study, we used a bouba/kiki style task to investigate the sound/shape mappings for Tones of Mandarin Chinese, for three groups of participants with different language backgrounds. We recorded the vowels [i] and [u] articulated in each of the four tones of Mandarin Chinese. In Study 1 a single auditory stimulus was presented with two images (one curvy, one spiky). In Study 2 a single image was presented with two auditory stimuli differing only in tone. Participants were asked to select the best match in an online ‘Quiz.’ Across both studies, we replicated the previously observed ‘u-curvy, i-pointy’ sound/shape cross-modal correspondence in all groups. However, Tones were mapped differently by people with different language backgrounds: speakers of Mandarin Chinese classified as Chinese-dominant systematically matched Tone 1 (high, steady) to the curvy shape and Tone 4 (falling) to the pointy shape, while English speakers with no knowledge of Chinese preferred to match Tone 1 (high, steady) to the pointy shape and Tone 3 (low, dipping) to the curvy shape. These effects were observed most clearly in Study 2 where tone-pairs were contrasted explicitly. These findings are in line with the dominant patterns of linguistic pitch perception for speakers of these languages (pitch-change, and pitch height, respectively). Chinese English balanced bilinguals showed a bivalent pattern, swapping between the Chinese pitch-change pattern and the English pitch-height pattern depending on the task. These findings show for that the supposedly universal pattern of mapping linguistic sounds to shape is modulated by the sensory properties of a speaker’s language system, and that people with high functioning in more than one language can dynamically shift between patterns. PMID:29270147

Machine Translation of Public Health Materials From English to Chinese: A Feasibility Study

PubMed Central

Desai, Loma

2015-01-01

Background Chinese is the second most common language spoken by limited English proficiency individuals in the United States, yet there are few public health materials available in Chinese. Previous studies have indicated that use of machine translation plus postediting by bilingual translators generated quality translations in a lower time and at a lower cost than human translations. Objective The purpose of this study was to investigate the feasibility of using machine translation (MT) tools (eg, Google Translate) followed by human postediting (PE) to produce quality Chinese translations of public health materials. Methods From state and national public health websites, we collected 60 health promotion documents that had been translated from English to Chinese through human translation. The English version of the documents were then translated to Chinese using Google Translate. The MTs were analyzed for translation errors. A subset of the MT documents was postedited by native Chinese speakers with health backgrounds. Postediting time was measured. Postedited versions were then blindly compared against human translations by bilingual native Chinese quality raters. Results The most common machine translation errors were errors of word sense (40%) and word order (22%). Posteditors corrected the MTs at a rate of approximately 41 characters per minute. Raters, blinded to the source of translation, consistently selected the human translation over the MT+PE. Initial investigation to determine the reasons for the lower quality of MT+PE indicate that poor MT quality, lack of posteditor expertise, and insufficient posteditor instructions can be barriers to producing quality Chinese translations. Conclusions Our results revealed problems with using MT tools plus human postediting for translating public health materials from English to Chinese. Additional work is needed to improve MT and to carefully design postediting processes before the MT+PE approach can be used routinely in public health practice for a variety of language pairs. PMID:27227135

Can Learning a Foreign Language Foster Analytic Thinking?—Evidence from Chinese EFL Learners' Writings

PubMed Central

Jiang, Jingyang; Ouyang, Jinghui; Liu, Haitao

2016-01-01

Language is not only the representation of thinking, but also shapes thinking. Studies on bilinguals suggest that a foreign language plays an important and unconscious role in thinking. In this study, a software—Linguistic Inquiry and Word Count 2007—was used to investigate whether the learning of English as a foreign language (EFL) can foster Chinese high school students’ English analytic thinking (EAT) through the analysis of their English writings with our self-built corpus. It was found that: (1) learning English can foster Chinese learners’ EAT. Chinese EFL learners’ ability of making distinctions, degree of cognitive complexity and degree of thinking activeness have all improved along with the increase of their English proficiency and their age; (2) there exist differences in Chinese EFL learners’ EAT and that of English native speakers, i. e. English native speakers are better in the ability of making distinctions and degree of thinking activeness. These findings suggest that the best EFL learners in high schools have gained native-like analytic thinking through six years’ English learning and are able to switch their cognitive styles as needed. PMID:27741270

Inclusion of Minority Patients in Breast Cancer Clinical Trials: The Role of the Clinical Trial Environment

DTIC Science & Technology

2010-05-01

physical environment and the social environment surrounding clinical trials. Task 6: Identify Breast Cancer Physicians in California, Florida...any of the following languages with your patients? a. Spanish b. Chinese ( Cantonese or Mandarin) c. Tagalog d. Vietnamese e. Korean f...Spanish b. Chinese ( Cantonese or Mandarin) c. Tagalog d. Vietnamese e. Korean f. Russian g. Other language(s) Yes No 1

Developing Operationally-Proficient Linguists: It’s About Time

DTIC Science & Technology

2011-03-14

and Russian (0.3%).20 Third, following World War II, the United States emerged as the world’s economic power and English became the lingua...Defense Strategic Language List.58 Currently, NLFI languages include Arabic, Chinese, Hindi, Urdu, Korean, Persian, and Russian and African...Chinese, Arabic, Vietnamese, Korean, Russian , Polish, is spoken, then that person would be a heritage speaker of that language.” Olga Kagan, “What is

Chinese Language Study in American Higher Education: State of the Art. Language in Education: Theory and Practice. No. 30.

ERIC Educational Resources Information Center

Eddy, Peter A.; And Others

A study was undertaken in order to provide current data and comprehensive information about Chinese language instruction in United States higher education. This report is based on the responses to a survey in 1979. In addition to the discussion of the survey responses, an examination of changes that have taken place since a previous report in 1969…

Somatic and social: Chinese Americans talk about emotion.

PubMed

Tsai, Jeanne L; Simeonova, Diana I; Watanabe, Jamie T

2004-09-01

Empirical findings suggest that Chinese and Americans differ in the ways that they describe emotional experience, with Chinese using more somatic and social words than Americans. No one, however, has investigated whether this variation is related to differences between Chinese and American conceptions of emotion or to linguistic differences between the English and Chinese languages. Therefore, in two studies, the authors compared the word use of individuals who varied in their orientation to Chinese and American cultures (European Americans [EA], more acculturated Chinese Americans [CA], and less acculturated CA) when they were speaking English during emotional events. Across both studies, less acculturated CA used more somatic (e.g., dizzy) and more social (e.g., friend) words than EA. These findings suggest that even when controlling for language spoken, cultural conceptions of emotion may shape how people talk about emotion.

Relationships among Constructs of L2 Chinese Reading and Language Background

ERIC Educational Resources Information Center

Hsu, Wei-Li

2016-01-01

Extensive research has been conducted on the relationships of Chinese-character recognition to reading development; strategic competence to reading comprehension; and home linguistic exposure to heritage language acquisition. However, studies of these relationships have been marked by widely divergent theoretical underpinnings, and their results…

Interactive Atlas of Heart Disease and Stroke

MedlinePlus

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Chinese Language Teaching and Information Technology.

ERIC Educational Resources Information Center

Ho, Man-koon

2000-01-01

Provides an overview of the theoretical arguments and problems encountered in the implementation of information technology in Chinese language teaching. States there is a belief that teaching and learning can be enhanced with the introduction of information technology, explaining that it may increase students' motivation to learn. (CMK)

Metaphors for Happiness in English and Mandarin Chinese

ERIC Educational Resources Information Center

Polley, Carl A.

2012-01-01

Patterns of conceptualization reflected in figurative language are motivated by embodied experience, and comparisons of emotion metaphors in English, Mandarin Chinese and other languages have shown widespread similarity in such metaphors cross-culturally (Lakoff & Johnson 1980, 1999; King 1989; Yu 1996; Kovecses 2005). Nonetheless, we can also…

The Discursive Construction of Literature Review: An Examination of Chinese PhD Students' Information Behavior

ERIC Educational Resources Information Center

Liao, Jiadong; Han, Jinghe

2012-01-01

Information behaviour is a pertinent practice throughout students' research work. However, research students, particularly those with English as an additional language, experienced challenges and complications when studying in a western university. Issues relating to their information behaviour during the research process has largely been…

From the transnational to the Sinophone: lesbian representations in Chinese-language films.

PubMed

Wong, Alvin Ka Hin

2012-01-01

This article theorizes global lesbian cinema in Chinese-language films through regionalism, diaspora studies, and Sinophone studies. Through an inter-regional analysis of Butterfly (Yan Yan Mak, 2004, Hong Kong) and diasporic and Sinophone readings of Saving Face (Alice Wu, 2005, USA), I argue that Mak's film illustrates a Hong Kong regional retranslation of a Taiwanese lesbian story, which complicates any claim to a stable "Chinese" identity. Finally, Wu's representation of lesbianism also troubles the politics of Chineseness by pointing to the ways diasporic reproduction of "community" works through the disciplining of other non-normative sexualities.

Implementations of clinical functional magnetic resonance imaging using character-based paradigms for the prediction of Chinese language dominance.

PubMed

Liu, Ho-Ling; Wu, Chien-Te; Chen, Jian-Chuan; Hsu, Yuan-Yu; Wai, Yau-Yau; Wan, Yung-Liang

2003-01-01

Recently, functional MRI (fMRI) using word generation (WG) tasks has been shown to be effective for mapping the Chinese language-related brain areas. In clinical applications, however, patients' performance cannot be easily monitored during WG tasks. In this study, we evaluated the feasibility of a word choice (WC) paradigm in the clinical setting and compared the results with those from WG tasks. Intrasubject comparisons of fMRI with both WG and WC paradigms were performed on six normal human subjects and two tumor patients. Subject responses in the WC paradigm, based on semantic judgments, were recorded. Activation strength, extent, and laterality were evaluated and compared. Our results showed that fMRI with the WC paradigm evoked weaker neuronal activation than that with the WG paradigm in Chinese language-related brain areas. It was sufficient to reveal language laterality for clinical use, however. In addition, it resulted in less nonlanguage-specific brain activation. Results from the patient data demonstrated strong evidence for the necessity of incorporating response monitoring during fMRI studies, which suggested that fMRI with the WC paradigm is more appropriate to be implemented for the prediction of Chinese language dominance in clinical environments.

Negative pragmatic transfer in Chinese students' complimentary speech acts.

PubMed

Ren, Juanjuan; Gao, Xiaofang

2012-02-01

Summary.-This study was designed to examine negative pragmatic transfer of the speech act of English compliments by Chinese who learn English as a foreign language and to estimate the correlation between the amount of negative pragmatic transfer and English proficiency of the Chinese learners. Frequencies of students' performance showed that both in the favored compliments and the response strategies, differences were evident between Chinese English learners and native English speakers. This indicated that Chinese learners had trouble with the "slang" or "idioms" of the target language and tended to transfer negatively their L1 pragmatic norms to their L2 communication. Moreover, the favored compliment response strategies used by two groups of Chinese learners--who had different levels of English proficiency--differed, and negative pragmatic transfer decreased as proficiency in English increased.

Planning for Development or Decline? Education Policy for Chinese Language in Singapore

ERIC Educational Resources Information Center

Curdt-Christiansen, Xiao Lan

2014-01-01

This article examines how political discourse, language ideologies, recent Chinese curriculum reforms, and their representations in the media are inextricably related. Using the "Speak Mandarin Campaign" as background for the inquiry, I focus on textual features of the various media sources, TV advertisements, campaign slogans, official…

Awareness of Derivation and Compounding in Chinese-English Biliteracy Acquisition

ERIC Educational Resources Information Center

Zhang, Dongbo; Koda, Keiko

2014-01-01

This study examines the intra-and inter-lingual relationships between first and second language morphological awareness and reading comprehension among grade 6 Chinese learners of English as a foreign language in China. Morphological awareness measures covered compounding as well as derivation. Hierarchical regression analyses revealed that within…

Developing Course Materials for Technology-Mediated Chinese Language Learning

ERIC Educational Resources Information Center

Kubler, Cornelius C.

2018-01-01

This article discusses principles involved in developing course materials for technology-mediated Chinese language learning, with examples from a new course designed to take into account the needs of distance and independent learners. Which learning environment is most efficient for a given learning activity needs to be carefully considered. It…

Project CHAMP, 1986-1987. OEA Evaluation Report.

ERIC Educational Resources Information Center

Cabrera, Eulalia; And Others

In its fourth year, Project CHAMP (Chinese Achievement and Mastery Program) provided instruction in English as a second language (ESL), native language arts, mathematics, science, and social studies to 728 limited-English-speaking Chinese immigrant students in grades nine through twelve at three schools. Content-area classes were taught in English…

"Migratory Literature": A "Third Place" for Intercultural Teaching and Learning of Chinese as a Second Language?

ERIC Educational Resources Information Center

Hay, Trevor; Wang, Yongyang

2010-01-01

This paper, drawing upon multidisciplinary studies such as critical and cultural studies, literary criticism, intercultural communication and second language acquisition, suggests a specific literary genre--"migratory literature"--to support intercultural competence for learners of Chinese. We begin by elucidating key…

Applied Linguistics Research on Asianness

ERIC Educational Resources Information Center

Kobayashi, Yoko

2011-01-01

As China is increasingly occupying the world's attention, its explosively expanding economical and political clout has also been felt in the applied linguistics domain, with the discussion on China's/Chinese language issues growing by leaps and bounds (e.g. China's English education policies, Chinese language classes in the West). Amid the world's…

Courseware Authoring and Delivering System for Chinese Language Instruction. Final Report.

ERIC Educational Resources Information Center

Mao, Tang

A study investigated technical methods for simplifying and improving the creation of software for teaching uncommonly taught languages such as Chinese. Research consisted of assessment of existing authoring systems, domestic and overseas, available hardware, peripherals, and software packages that could be integrated into this project. Then some…

"Multilingualizing" Composition: A Diary Self-Study of Learning Spanish and Chinese

ERIC Educational Resources Information Center

Severino, Carol

2017-01-01

Using her own experiences of keeping a journal while learning advanced Spanish creative writing and beginning Chinese during the same semester, the author illustrates that composition teachers' second language learning experiences--intimate and challenging encounters with a second language that multilingual composition students experience every…

Chinese Students' Approach to Learning English: Psycholinguistic and Sociolinguistic Perspectives.

ERIC Educational Resources Information Center

He, Hongwei

A study examined the historical, cultural, social, pedagogical, and psychological factors affecting Chinese students' language learning styles and attitudes, particularly concerning learning English as a Second Language (ESL). The first section offers an overview of considerations in understanding the cultural background that students bring to the…

Language Skills in Classical Chinese Text Comprehension

ERIC Educational Resources Information Center

Lau, Kit-ling

2018-01-01

This study used both quantitative and qualitative methods to explore the role of lower- and higher-level language skills in classical Chinese (CC) text comprehension. A CC word and sentence translation test, text comprehension test, and questionnaire were administered to 393 Secondary Four students; and 12 of these were randomly selected to…

The Construction of Pro-Science and Technology Discourse in Chinese Language Textbooks

ERIC Educational Resources Information Center

Liu, Yongbing

2005-01-01

This paper examines the pro-science and technology discourse constructed in Chinese language textbooks currently used for primary school students nationwide in China. By applying analytical techniques of critical discourse analysis (CDA), the paper critically investigates how the discourse is constructed and what ideological forces are manifested…

Cultural Artefact, Ideology Export or Soft Power? Confucius Institute in Peru

ERIC Educational Resources Information Center

Park, Jae

2013-01-01

This paper presents a critical analysis of the transnational interplay of cultural, educational and economic forces that culminated with the establishment of a Chinese language and cultural centre in Peru, the Confucius Institute. Confucius Institutes are government-sponsored cultural centres devoted mainly to Chinese language education around the…

Intercultural Learning via Instant Messenger Interaction

ERIC Educational Resources Information Center

Jin, Li; Erben, Tony

2007-01-01

This paper reports on a qualitative study investigating the viability of instant messenger (IM) interaction to facilitate intercultural learning in a foreign language class. Eight students in a Chinese as a foreign language (CFL) class participated in the study. Each student was paired with a native speaker (NS) of Chinese, and each pair…

Motion Event Similarity Judgments in One or Two Languages: An Exploration of Monolingual Speakers of English and Chinese vs. L2 Learners of English.

PubMed

Ji, Yinglin

2017-01-01

Languages differ systematically in how to encode a motion event. English characteristically expresses manner in verb root and path in verb particle; in Chinese, varied aspects of motion, such as manner, path and cause, can be simultaneously encoded in a verb compound. This study investigates whether typological differences, as such, influence how first and second language learners conceptualize motion events, as suggested by behavioral evidences. Specifically, the performance of Chinese learners of English, at three proficiencies, was compared to that of two groups of monolingual speakers in a triads matching task. The first set of analyses regarding categorisation preferences indicates that participants across groups preferred the path-matched (rather than manner-matched) screens. However, the second set of analyses regarding reaction time suggests, firstly, that English monolingual speakers reacted significantly more quickly in selecting the manner-matched scenes compared with monolingual speakers of Chinese, who tended to use an approximately equal amount of time in making manner- and path-matched decisions, a finding that can arguably be mapped onto the typological difference between the two languages. Secondly, the pattern of response latency in low-level L2 learners looked more like that of monolingual speakers of Chinese. Only at intermediate and advanced levels of acquisition did the behavioral pattern of L2 learners become target-like, thus suggesting language-specific constraints from the L1 at an early stage of acquisition. Overall, our results suggest that motion event cognition may be linked to, among other things, the linguistic structure of motion description in particular languages.

Catquest-9SF questionnaire: validation of Malay and Chinese-language versions using Rasch analysis.

PubMed

Adnan, Tassha Hilda; Mohamed Apandi, Mokhlisoh; Kamaruddin, Haireen; Salowi, Mohamad Aziz; Law, Kian Boon; Haniff, Jamaiyah; Goh, Pik Pin

2018-01-05

Catquest questionnaire was originally developed in Swedish to measure patients' self-assessed visual function to evaluate the benefit of cataract surgery. The result of the Rasch analysis leading to the creation of the nine-item short form of Catquest, (Catquest-9SF), and it had been translated and validated in English. The aim is therefore to evaluate the translated Catquest-9SF questionnaire in Malay and Chinese (Mandarin) language version for measuring patient-reported visual function among cataract population in Malaysia. The English version of Catquest-9SF questionnaire was translated and back translated into Malay and Chinese languages. The Malay and Chinese translated versions were self-administered by 236 and 202 pre-operative patients drawn from a cataract surgery waiting list, respectively. The translated Catquest-9SF data and its four response options were assessed for fit to the Rasch model. The Catquest-9SF performed well in the Malay and Chinese translated versions fulfilling all criteria for valid measurement, as demonstrated by Rasch analysis. Both versions of questionnaire had ordered response thresholds, with a good person separation (Malay 2.84; and Chinese 2.59) and patient separation reliability (Malay 0.89; Chinese 0.87). Targeting was 0.30 and -0.11 logits in Malay and Chinese versions respectively, indicating that the item difficulty was well suited to the visual abilities of the patients. All items fit a single overall construct (Malay infit range 0.85-1.26, outfit range 0.73-1.13; Chinese infit range 0.80-1.51, outfit range 0.71-1.36), unidimensional by principal components analysis, and was free of Differential Item Functioning (DIF). These results support the good overall functioning of the Catquest-9SF in patients with cataract. The translated questionnaire to Malay and Chinese-language versions are reliable and valid in measuring visual disability outcomes in the Malaysian cataract population.

Can non-interactive language input benefit young second-language learners?

PubMed

Au, Terry Kit-Fong; Chan, Winnie Wailan; Cheng, Liao; Siegel, Linda S; Tso, Ricky Van Yip

2015-03-01

To fully acquire a language, especially its phonology, children need linguistic input from native speakers early on. When interaction with native speakers is not always possible - e.g. for children learning a second language that is not the societal language - audios are commonly used as an affordable substitute. But does such non-interactive input work? Two experiments evaluated the usefulness of audio storybooks in acquiring a more native-like second-language accent. Young children, first- and second-graders in Hong Kong whose native language was Cantonese Chinese, were given take-home listening assignments in a second language, either English or Putonghua Chinese. Accent ratings of the children's story reading revealed measurable benefits of non-interactive input from native speakers. The benefits were far more robust for Putonghua than English. Implications for second-language accent acquisition are discussed.

Language and the bicultural dialectical self.

PubMed

Boucher, Helen C; O'Dowd, Meghan C

2011-04-01

We examined the effect of language priming on naïve dialecticism, with special attention paid to effects on dialectical beliefs about the self. European Americans responding in English and bilingual Chinese responding in either Chinese or English completed several measures designed to tap dialectical thinking and dialectical self-perceptions, including tolerance of contradiction, change in thoughts and behavior over time and context, holistic beliefs, and self-concept inconsistency. As expected, those answering in Chinese reported greater dialecticism on most of these measures, relative to those responding in English. European American responses were highly similar to those of bilinguals responding in English. We discuss advantages of language priming and offer directions for future research.

Is editing the roadblock to the internationalization of Chinese academic journals?

PubMed

Lu, Jian-ping

2011-06-01

"China's internationalization" is in part realized through the dissemination of Chinese publications, such as academic journals. Therefore, editorial proficiency in the English language is of vital importance to the quality of the journals. This article analyzes the results of the two projects sponsored by the General Administration of Press and Publication of the People's Republic of China in 2007 and 2010 respectively, namely the "Analytical Evaluation of Language and Editing Quality of Chinese Academic Journals in English Language Issued in 2006", and the "Evaluation of Publication Quality of the China-Grown English Periodicals Issued in 2009, Sanctioned from 2005 to 2009", and proposes solutions to the problems presented therein.

Electrophysiological evidence of sublexical phonological access in character processing by L2 Chinese learners of L1 alphabetic scripts.

PubMed

Yum, Yen Na; Law, Sam-Po; Mo, Kwan Nok; Lau, Dustin; Su, I-Fan; Shum, Mark S K

2016-04-01

While Chinese character reading relies more on addressed phonology relative to alphabetic scripts, skilled Chinese readers also access sublexical phonological units during recognition of phonograms. However, sublexical orthography-to-phonology mapping has not been found among beginning second language (L2) Chinese learners. This study investigated character reading in more advanced Chinese learners whose native writing system is alphabetic. Phonological regularity and consistency were examined in behavioral responses and event-related potentials (ERPs) in lexical decision and delayed naming tasks. Participants were 18 native English speakers who acquired written Chinese after age 5 years and reached grade 4 Chinese reading level. Behaviorally, regular characters were named more accurately than irregular characters, but consistency had no effect. Similar to native Chinese readers, regularity effects emerged early with regular characters eliciting a greater N170 than irregular characters. Regular characters also elicited greater frontal P200 and smaller N400 than irregular characters in phonograms of low consistency. Additionally, regular-consistent characters and irregular-inconsistent characters had more negative amplitudes than irregular-consistent characters in the N400 and LPC time windows. The overall pattern of brain activities revealed distinct regularity and consistency effects in both tasks. Although orthographic neighbors are activated in character processing of L2 Chinese readers, the timing of their impact seems delayed compared with native Chinese readers. The time courses of regularity and consistency effects across ERP components suggest both assimilation and accommodation of the reading network in learning to read a typologically distinct second orthographic system.

Selected Translated Abstracts of Chinese-Language Climate Change Publications

DOE Office of Scientific and Technical Information (OSTI.GOV)

Cushman, R.M.; Burtis, M.D.

1999-05-01

This report contains English-translated abstracts of important Chinese-language literature concerning global climate change for the years 1995-1998. This body of literature includes the topics of adaptation, ancient climate change, climate variation, the East Asia monsoon, historical climate change, impacts, modeling, and radiation and trace-gas emissions. In addition to the biological citations and abstracts translated into English, this report presents the original citations and abstracts in Chinese. Author and title indexes are included to assist the reader in locating abstracts of particular interest.

Chinese Translation Errors in English/Chinese Bilingual Children's Picture Books

ERIC Educational Resources Information Center

Huang, Qiaoya; Chen, Xiaoning

2012-01-01

The aim of this study was to review the Chinese translation errors in 31 English/Chinese bilingual children's picture books. While bilingual children's books make definite contributions to language acquisition, few studies have examined the quality of these books, and even fewer have specifically focused on English/Chinese bilingual books.…

A Functional Study of "zhi [Chinese character omitted]" in the Chinese Nominal Group

ERIC Educational Resources Information Center

Zhang, Weiwei; Li, Manliang

2017-01-01

Over the past decades, subjects concerned with the Chinese character "zhi [Chinese character omitted]", i.e. grammatical structure, in ancient Chinese language, have been widely explored. This paper conducts a research from a new dimension: the Cardiff Grammar, an integral part of Systemic Functional Linguistics (SFL) which is famous for…

Social-Class Identity and English Learning: Studies of Chinese Learners

ERIC Educational Resources Information Center

Gao, Feng

2014-01-01

This article first looks at the complex conceptualization of Chinese learners' social-class identities with respect to a shifting Chinese class stratification. It then examines the link between social class and second-language learning in the Chinese context by reviewing several studies on Chinese learners' social-class backgrounds and their…

Chinese Students' Perceptions of Native English-Speaking Teachers in EFL Teaching

ERIC Educational Resources Information Center

Rao, Zhenhui

2010-01-01

The article reports the views of 20 Chinese English as a foreign Language (EFL) students on the strengths and weaknesses of native English-speaking (NES) teachers in EFL teaching. Responding to an open-ended questionnaire and in-depth interviews, EFL students named the following as NES teachers' strengths: native language authenticity, cultural…

A Review of Stroke Order in "Hanzi" Handwriting

ERIC Educational Resources Information Center

Zhang, Haiwei

2014-01-01

This article reviews the current research on stroke order of "hanzi" (as used to write the Chinese, Japanese and Korean languages) in teaching Chinese as a second language (CSL). Based on an extensive review of current research on stroke order, it first discusses the importance and difficulty of stroke order in "hanzi"…

Designing ICT Training Material for Chinese Language Arts Teachers.

ERIC Educational Resources Information Center

Lin, Janet Mei-Chuen; Wu, Cheng-Chih; Chen, Hsiu-Yen

The purpose of this research is to tailor the design of information and communications technology (ICT) training material to the needs of Chinese language arts teachers such that the training they receive will be conducive to effective integration of ICT into instruction. Eighteen experienced teachers participated in a Delphi-like survey that…

Korean-Chinese Parents' Language Attitudes and Additive Bilingual Education in China

ERIC Educational Resources Information Center

Gao, Fang; Park, Jae

2012-01-01

China's diversity of minority groups, marked by many languages and cultures, has led to much push and pull experience between homogenising forces and indigenous cultures. This is apparent in its bilingual education programme for ethnic minorities, among which Korean diaspora communities are to be counted. Korean-Chinese people in China have been…

ICT and an Exploratory Pedagogy for Classroom-Based Chinese Language Learning

ERIC Educational Resources Information Center

Zhao, XingLong; Wang, MinJuan; Wu, Juan; He, KeKang

2011-01-01

This paper reports on a new pedagogy for Chinese language teaching and learning at elementary schools through exploratory classroom instruction using Information and Communication Technologies. The study used quantitative method to collect data from two elementary schools of China. The results showed that: (1) the three-in-one pedagogy of…

Language Learner Strategy by Chinese-Speaking EFL Readers When Comprehending Familiar and Unfamiliar Texts

ERIC Educational Resources Information Center

Lee, Jia-Ying

2015-01-01

This study compares the language learner and test-taking strategies used by Chinese-speaking graduate students when confronted with familiar versus unfamiliar topics in an English multiple-choice format reading comprehension test. Thirty-six participants at a large mid-western university performed three tasks: A content knowledge vocabulary…

What's in a Name? How Different Languages Result in Different Brains in English and Chinese Speakers

ERIC Educational Resources Information Center

Liu, Chao

2010-01-01

The linguistic relativity hypothesis proposes that speakers of different languages perceive and conceptualize the world differently, but do their brains reflect these differences? In English, most nouns do not provide linguistic clues to their categories, whereas most Mandarin Chinese nouns provide explicit category information, either…

Chinese Learners' Acquisition of English Verbs: A Corpus-Driven Approach

ERIC Educational Resources Information Center

Wang, Linxiao; Jo, Hie-myung

2012-01-01

Limited research has investigated advanced language learners' acquisition of English verbs. The current study examines and compares the acquisition pattern of English verbs among Chinese second language (L2) learners at both intermediate and advanced levels to answer the following questions: (1) Do L2 learners acquire regular verbs and irregular…

Where Is the Technology-Induced Pedagogy? Snapshots from Two Multimedia EFL Classrooms.

ERIC Educational Resources Information Center

Zhong, Ying Xue; Shen, Hui Zhong

2002-01-01

Examines two Chinese multimedia secondary classrooms teaching English as a foreign language to identify changes that have taken place in technologically integrated classroom practice. Concludes that the traditional Chinese notion of teaching and the role of the teacher need to be redefined to allow a learner-centered multimedia language classroom…

Chinese Language Learning Motivation: A Comparative Study of Heritage and Non-Heritage Learners

ERIC Educational Resources Information Center

Wen, Xiaohong

2011-01-01

This study investigates attitudes and motivation that influence heritage and non-heritage students' learning of Chinese as a second language, examining the similarities and differences among three subgroups: bilingual, heritage motivated, and non-heritage learners. The study uses the socio-educational model by Gardner (1985), the internal…

The Construction of Cultural Values and Beliefs in Chinese Language Textbooks: A Critical Discourse Analysis

ERIC Educational Resources Information Center

Liu, Yongbing

2005-01-01

This article examines the discourses of cultural values and beliefs constructed in Chinese language textbooks currently used for primary school students nationwide in China. By applying story grammar analysis in the framework of critical discourse analysis, the article critically investigates how the discourses are constructed and what ideological…

Standardising the Chinese Language in Singapore: Issues of Policy and Practice

ERIC Educational Resources Information Center

Shang, Guowen; Zhao, Shouhui

2017-01-01

The selection of standards and norms constitutes the first and most important step for language standardisation. In this paper, we examine the standard establishment for Huayu (or Singapore Mandarin), a new Chinese variety that has emerged in Singapore as a result of centralised planning and inter-linguistic contact. Huayu is the officially…

Collaborative Tasks in Web Conferencing: A Case Study on Chinese Online

ERIC Educational Resources Information Center

Guo, Sijia; Möllering, Martina

2017-01-01

This case study aimed to explore best practice in applying task-based language teaching (TBLT) via a Web-conferencing tool, Blackboard Collaborate, in a beginners' online Chinese course by evaluating the pedagogical values and limitations of the software and the tasks designed. Chapelle's (2001) criteria for computer-assisted language learning…

China: A Guide to Reference Sources in English and Chinese.

ERIC Educational Resources Information Center

Chen, Su, Comp.; Slavin, Suzy M., Ed.

This guide to selected reference sources in the McGill University (Quebec) Library for Sinology (the study of the language, history, literature, and civilization of China) contains annotated listings for English and Chinese language materials in the following categories: (1) guides to the literature (6 references); (2) encyclopedias (3…

Co-Ethnic Network, Social Class, and Heritage Language Maintenance among Chinese Immigrant Families

ERIC Educational Resources Information Center

Zhang, Donghui

2012-01-01

This ethnographic study investigated heritage language maintenance among two distinct groups of Chinese immigrant families (Mandarin and Fujianese) from the social network perspective. The results indicated that a co-ethnic network could be a double-edged sword, which works differently on children from different social classes. While the Mandarin…

"Chairperson" or "Chairman"?--A Study of Chinese EFL Teachers' Gender Inclusivity

ERIC Educational Resources Information Center

Lee, Jackie F. K.

2015-01-01

Given the potential influence of teachers' linguistic practice on children's language use and gender role development, the present study seeks to examine the extent of linguistic discrimination present in teachers' language. A total of 215 Chinese EFL teachers were invited to participate in the survey, which included a series of elicitation tests…

From English to Chinese, Japanese, and Russian: extending research visibility with language translations of a conference slide presentation.

PubMed

Hoffecker, Lilian; Abbey, Dana

2017-01-01

The research demonstrates that a conference slide presentation translated into non-English languages reaches significantly larger and different audiences than an English presentation alone. The slides of a presentation from the Medical Library Association annual meeting were translated from English to Chinese, Japanese, and Russian and posted along with the English version to SlideShare, an open slide-hosting website. View counts, traffic sources, and geographic origins of the traffic for each language version were tracked over a twenty-two-month period. Total view counts for all 4 language versions amounted to 3,357 views, with the Chinese version accounting for 71% of the total views. The trends in view counts over time for the Japanese, Russian, and English versions were similar, with high interest at the beginning and a rapid drop and low level of viewing activity thereafter. The pattern of view counts for the Chinese version departed considerably from the other language versions, with very low activity at the beginning but a sharp rise 10 months later. This increase in activity was related to access to the presentations via a Taiwanese website that embedded the SlideShare website code. Language translation can be a difficult and time-consuming task. However, translation of a conference slide presentation with limited text is an achievable activity and engages an international audience for information that is often not noticed or lost. Although English is by far the primary language of science and other disciplines, it is not necessarily the first or preferred language of global researchers. By offering appropriate language versions, the authors of presentations can expand the reach of their work.

Language differences in the brain network for reading in naturalistic story reading and lexical decision.

PubMed

Wang, Xiaojuan; Yang, Jianfeng; Yang, Jie; Mencl, W Einar; Shu, Hua; Zevin, Jason David

2015-01-01

Differences in how writing systems represent language raise important questions about whether there could be a universal functional architecture for reading across languages. In order to study potential language differences in the neural networks that support reading skill, we collected fMRI data from readers of alphabetic (English) and morpho-syllabic (Chinese) writing systems during two reading tasks. In one, participants read short stories under conditions that approximate natural reading, and in the other, participants decided whether individual stimuli were real words or not. Prior work comparing these two writing systems has overwhelmingly used meta-linguistic tasks, generally supporting the conclusion that the reading system is organized differently for skilled readers of Chinese and English. We observed that language differences in the reading network were greatly dependent on task. In lexical decision, a pattern consistent with prior research was observed in which the Middle Frontal Gyrus (MFG) and right Fusiform Gyrus (rFFG) were more active for Chinese than for English, whereas the posterior temporal sulcus was more active for English than for Chinese. We found a very different pattern of language effects in a naturalistic reading paradigm, during which significant differences were only observed in visual regions not typically considered specific to the reading network, and the middle temporal gyrus, which is thought to be important for direct mapping of orthography to semantics. Indeed, in areas that are often discussed as supporting distinct cognitive or linguistic functions between the two languages, we observed interaction. Specifically, language differences were most pronounced in MFG and rFFG during the lexical decision task, whereas no language differences were observed in these areas during silent reading of text for comprehension.

The Voices of Thirteen Chinese and Taiwanese Parents Sharing Views about their Children Attending Chinese Heritage Schools

ERIC Educational Resources Information Center

Liao, Li-yuan; Larke, Patrica J.

2008-01-01

Many Chinese and Taiwanese parents in the United States see benefits of Chinese schools in providing their children the opportunity to learn Chinese culture and language. The results of this qualitative study involving interviews with thirteen Chinese and Taiwanese parents indicated that there were three main reasons why parents want to send their…

Brush Talk at the Conversation Table: Interaction between L1 and L2 Speakers of Chinese

ERIC Educational Resources Information Center

Hwang, Menq-Ju

2009-01-01

Chinese characters are used in both Chinese and Japanese writing systems. When literate speakers of either language experience problems in finding or understanding words, they often resort to using Chinese characters or "kanji" (i.e., Chinese characters used in Japanese writing) in their talk, a practice known as "brush talk" ("bitan" in Chinese,…

Does language affect personality perception? A functional approach to testing the Whorfian hypothesis.

PubMed

Chen, Sylvia Xiaohua; Benet-Martínez, Verónica; Ng, Jacky C K

2014-04-01

Whether language shapes cognition has long been a controversial issue. The present research adopts a functional approach to examining the effects of language use on personality perception and dialectical thinking. We propose that language use activates corresponding cultural mindsets, which in turn influence social perception, thinking, and behavior. Four studies recruited Chinese-English bilinguals (N = 129 in Study 1, 229 in Study 2, 68 in Study 3, 106 in Study 4) and used within-subjects and between-subjects design, written and behavioral reports, and self- and other perceptions. The four studies converged to show that Chinese-English bilinguals exhibit higher dialectical thinking and more variations in self- and observer ratings of personality when using the Chinese language than when using English. Furthermore, dialectical thinking predicted more self- and other-perceived variations in personality and behavior across bilingual contexts. These results highlight the important role of culture in understanding the relations between language and cognition, and attest to the malleability of personality perception and dialectical thinking within and across individuals in response to culture-related linguistic cues. © 2013 Wiley Periodicals, Inc.

Social-cognitive processes in preschoolers' selective trust: three cultures compared.

PubMed

Lucas, Amanda J; Lewis, Charlie; Pala, F Cansu; Wong, Katie; Berridge, Damon

2013-03-01

Research on preschoolers' selective learning has mostly been conducted in English-speaking countries. We compared the performance of Turkish preschoolers (who are exposed to a language with evidential markers), Chinese preschoolers (known to be advanced in executive skills), and English preschoolers on an extended selective trust task (N = 144). We also measured children's executive function skills and their ability to attribute false belief. Overall we found a Turkish (rather than a Chinese) advantage in selective trust and a relationship between selective trust and false belief (rather than executive function). This is the 1st evidence that exposure to a language that obliges speakers to state the sources of their knowledge may sensitize preschoolers to informant reliability. It is also the first demonstration of an association between false belief and selective trust. Together these findings suggest that effective selective learning may progress alongside children's developing capacity to assess the knowledge of others.

Teaching Oral Chinese in the United States

ERIC Educational Resources Information Center

Cheng, Chin-Chuan

1976-01-01

Because Chinese language textbooks were judged inadequate in teaching vocabulary dealing with everyday life in the U.S. and in China, new methods and materials were introduced into an oral Chinese course. Prepared discussion topics, Chinese films, soap operas, and shortwave radio broadcasts were used. (CHK)

Home environmental influences on children's language and reading skills in a genetically sensitive design: Are socioeconomic status and home literacy environment environmental mediators and moderators?

PubMed

Chow, Bonnie Wing-Yin; Ho, Connie Suk-Han; Wong, Simpson W L; Waye, Mary M Y; Zheng, Mo

2017-12-01

This twin study examined how family socioeconomic status (SES) and home literacy environment (HLE) contributes to Chinese language and reading skills. It included 312 Chinese twin pairs aged 3 to 11. Children were individually administered tasks of Chinese word reading, receptive vocabulary and reading-related cognitive skills, and nonverbal reasoning ability. Information on home environment was collected through parent-reported questionnaires. Results showed that SES and HLE mediated shared environmental influences but did not moderate genetic influences on general language and reading abilities. Also, SES and HLE mediated shared environmental contributions to receptive vocabulary and syllable and rhyme awareness, but not orthographic skills. The findings of this study add to past twin studies that focused on alphabetic languages, suggesting that these links could be universal across languages. They also extend existing findings on SES and HLE's contributions to reading-related cognitive skills. © 2017 Scandinavian Psychological Associations and John Wiley & Sons Ltd.

Deeper than Shallow: Evidence for Structure-Based Parsing Biases in Second-Language Sentence Processing

ERIC Educational Resources Information Center

Witzel, Jeffrey; Witzel, Naoko; Nicol, Janet

2012-01-01

This study examines the reading patterns of native speakers (NSs) and high-level (Chinese) nonnative speakers (NNSs) on three English sentence types involving temporarily ambiguous structural configurations. The reading patterns on each sentence type indicate that both NSs and NNSs were biased toward specific structural interpretations. These…

Social-Cognitive Processes in Preschoolers' Selective Trust: Three Cultures Compared

ERIC Educational Resources Information Center

Lucas, Amanda J.; Lewis, Charlie; Pala, F. Cansu; Wong, Katie; Berridge, Damon

2013-01-01

Research on preschoolers' selective learning has mostly been conducted in English-speaking countries. We compared the performance of Turkish preschoolers (who are exposed to a language with evidential markers), Chinese preschoolers (known to be advanced in executive skills), and English preschoolers on an extended selective trust task (N = 144).…

Groundwork: An Intermediate-Level Text of ESL for Petroleum Engineers, Geologists, and Geophysicists.

ERIC Educational Resources Information Center

Kellersberger, Gail; Rippert-Davila, Susan

The negotiation, development, testing, and publishing of a specialized text for instructing Chinese geologists and petroleum engineers in English as a second language are chronicled. Aspects of the process discussed include the initial contact and oral agreement with the corporate representative who had requested the training materials, scheduling…

Acquisition of Chinese characters: the effects of character properties and individual differences among second language learners

PubMed Central

Kuo, Li-Jen; Kim, Tae-Jin; Yang, Xinyuan; Li, Huiwen; Liu, Yan; Wang, Haixia; Hyun Park, Jeong; Li, Ying

2015-01-01

In light of the dramatic growth of Chinese learners worldwide and a need for cross-linguistic research on Chinese literacy development, this study drew upon theories of visual complexity effect (Su and Samuels, 2010) and dual-coding processing (Sadoski and Paivio, 2013) and investigated (a) the effects of character properties (i.e., visual complexity and radical presence) on character acquisition and (b) the relationship between individual learner differences in radical awareness and character acquisition. Participants included adolescent English-speaking beginning learners of Chinese in the U.S. Following Kuo et al. (2014), a novel character acquisition task was used to investigate the process of acquiring the meaning of new characters. Results showed that (a) characters with radicals and with less visual complexity were easier to acquire than characters without radicals and with greater visual complexity; and (b) individual differences in radical awareness were associated with the acquisition of all types of characters, but the association was more pronounced with the acquisition of characters with radicals. Theoretical and practical implications of the findings were discussed. PMID:26379562

GeoSegmenter: A statistically learned Chinese word segmenter for the geoscience domain

NASA Astrophysics Data System (ADS)

Huang, Lan; Du, Youfu; Chen, Gongyang

2015-03-01

Unlike English, the Chinese language has no space between words. Segmenting texts into words, known as the Chinese word segmentation (CWS) problem, thus becomes a fundamental issue for processing Chinese documents and the first step in many text mining applications, including information retrieval, machine translation and knowledge acquisition. However, for the geoscience subject domain, the CWS problem remains unsolved. Although a generic segmenter can be applied to process geoscience documents, they lack the domain specific knowledge and consequently their segmentation accuracy drops dramatically. This motivated us to develop a segmenter specifically for the geoscience subject domain: the GeoSegmenter. We first proposed a generic two-step framework for domain specific CWS. Following this framework, we built GeoSegmenter using conditional random fields, a principled statistical framework for sequence learning. Specifically, GeoSegmenter first identifies general terms by using a generic baseline segmenter. Then it recognises geoscience terms by learning and applying a model that can transform the initial segmentation into the goal segmentation. Empirical experimental results on geoscience documents and benchmark datasets showed that GeoSegmenter could effectively recognise both geoscience terms and general terms.

Expert2OWL: A Methodology for Pattern-Based Ontology Development.

PubMed

Tahar, Kais; Xu, Jie; Herre, Heinrich

2017-01-01

The formalization of expert knowledge enables a broad spectrum of applications employing ontologies as underlying technology. These include eLearning, Semantic Web and expert systems. However, the manual construction of such ontologies is time-consuming and thus expensive. Moreover, experts are often unfamiliar with the syntax and semantics of formal ontology languages such as OWL and usually have no experience in developing formal ontologies. To overcome these barriers, we developed a new method and tool, called Expert2OWL that provides efficient features to support the construction of OWL ontologies using GFO (General Formal Ontology) as a top-level ontology. This method allows a close and effective collaboration between ontologists and domain experts. Essentially, this tool integrates Excel spreadsheets as part of a pattern-based ontology development and refinement process. Expert2OWL enables us to expedite the development process and modularize the resulting ontologies. We applied this method in the field of Chinese Herbal Medicine (CHM) and used Expert2OWL to automatically generate an accurate Chinese Herbology ontology (CHO). The expressivity of CHO was tested and evaluated using ontology query languages SPARQL and DL. CHO shows promising results and can generate answers to important scientific questions such as which Chinese herbal formulas contain which substances, which substances treat which diseases, and which ones are the most frequently used in CHM.

Recent language experience influences cross-language activation in bilinguals with different scripts

PubMed Central

Li, Chuchu; Wang, Min; Lin, Candise Y

2017-01-01

Purpose This study aimed to examine whether the phonological information in the non-target language is activated and its influence on bilingual processing. Approach Using the Stroop paradigm, Mandarin-English bilinguals named the ink color of Chinese characters in English in Experiment 1 and named the Chinese characters in addition to the color naming in English in Experiment 2. Twenty-four participants were recruited in each experiment. In both experiments, the visual stimuli included color characters (e.g. 红, hong2, red), homophones of the color characters (e.g. 洪, hong2, flood), characters that only shared the same syllable segment with the color characters (S+T−, e.g. 轰, hong1, boom), characters that shared the same tone but differed in segments with the color characters (S−T+, e.g. 瓶, ping2, bottle), and neutral characters (e.g. 牵, qian1, leading through). Data and analysis Planned t-tests were conducted in which participants’ naming accuracy rate and naming latency in each phonological condition were compared with the neutral condition. Findings Experiment 1 only showed the classic Stroop effect in the color character condition. In Experiment 2, in addition to the classic Stroop effect, the congruent homophone condition (e.g. 洪in red) showed a significant Stroop interference effect. These results suggested that for bilingual speakers with different scripts, phonological information in the non-target language may not be automatically activated even though the written words in the non-target language were visually presented. However, if the phonological information of the non-target language is activated in advance, it could lead to competition between the two languages, likely at both the phonological and lemma levels. Originality and significance This study is among the first to investigate whether the translation of a word is phonologically encoded in bilinguals using the Stroop paradigm. The findings improve our understanding of the underlying mechanism of bilingual processing. PMID:29056862

Case Studies of Multilingual/Multicultural Asian Deaf Adults: Strategies for Success.

PubMed

Wang, Qiuying; Andrews, Jean; Liu, Hsiu Tan; Liu, Chun Jung

2016-01-01

Case studies of adult d/Deaf or Hard of Hearing Multilingual Learners (DMLs) are few, especially studies of DMLs who learn more than one sign language and read logographic and alphabetic scripts. To reduce this paucity, two descriptive case studies are presented. Written questionnaires, face-to-face interviews, and self-appraisals of language-use rubrics were used to explore (a) the language and literacy histories of two adult Asian DMLs who had learned multiple languages: Chinese (spoken/written), English (written), Chinese Sign Language, and American Sign Language; and (b) how each language was used in different cultural communities with diverse conversational partners. Home literacy environment, family support, visual access to languages, peer and sibling support, role models, encouragement, perseverance, and Deaf identity all played vital roles in the participants' academic success. The findings provide insights into the acquisition of multiple languages and bi-literacy through social communication and academic content.

Time course of syllabic and sub-syllabic processing in Mandarin word production: Evidence from the picture-word interference paradigm.

PubMed

Wang, Jie; Wong, Andus Wing-Kuen; Chen, Hsuan-Chih

2017-06-05

The time course of phonological encoding in Mandarin monosyllabic word production was investigated by using the picture-word interference paradigm. Participants were asked to name pictures in Mandarin while visual distractor words were presented before, at, or after picture onset (i.e., stimulus-onset asynchrony/SOA = -100, 0, or +100 ms, respectively). Compared with the unrelated control, the distractors sharing atonal syllables with the picture names significantly facilitated the naming responses at -100- and 0-ms SOAs. In addition, the facilitation effect of sharing word-initial segments only appeared at 0-ms SOA, and null effects were found for sharing word-final segments. These results indicate that both syllables and subsyllabic units play important roles in Mandarin spoken word production and more critically that syllabic processing precedes subsyllabic processing. The current results lend strong support to the proximate units principle (O'Seaghdha, Chen, & Chen, 2010), which holds that the phonological structure of spoken word production is language-specific and that atonal syllables are the proximate phonological units in Mandarin Chinese. On the other hand, the significance of word-initial segments over word-final segments suggests that serial processing of segmental information seems to be universal across Germanic languages and Chinese, which remains to be verified in future studies.

Evaluating language environment analysis system performance for Chinese: a pilot study in Shanghai.

PubMed

Gilkerson, Jill; Zhang, Yiwen; Xu, Dongxin; Richards, Jeffrey A; Xu, Xiaojuan; Jiang, Fan; Harnsberger, James; Topping, Keith

2015-04-01

The purpose of this study was to evaluate performance of the Language Environment Analysis (LENA) automated language-analysis system for the Chinese Shanghai dialect and Mandarin (SDM) languages. Volunteer parents of 22 children aged 3-23 months were recruited in Shanghai. Families provided daylong in-home audio recordings using LENA. A native speaker listened to 15 min of randomly selected audio samples per family to label speaker regions and provide Chinese character and SDM word counts for adult speakers. LENA segment labeling and counts were compared with rater-based values. LENA demonstrated good sensitivity in identifying adult and child; this sensitivity was comparable to that of American English validation samples. Precision was strong for adults but less so for children. LENA adult word count correlated strongly with both Chinese characters and SDM word counts. LENA conversational turn counts correlated similarly with rater-based counts after the exclusion of three unusual samples. Performance related to some degree to child age. LENA adult word count and conversational turn provided reasonably accurate estimates for SDM over the age range tested. Theoretical and practical considerations regarding LENA performance in non-English languages are discussed. Despite the pilot nature and other limitations of the study, results are promising for broader cross-linguistic applications.

Motion Event Similarity Judgments in One or Two Languages: An Exploration of Monolingual Speakers of English and Chinese vs. L2 Learners of English

PubMed Central

Ji, Yinglin

2017-01-01

Languages differ systematically in how to encode a motion event. English characteristically expresses manner in verb root and path in verb particle; in Chinese, varied aspects of motion, such as manner, path and cause, can be simultaneously encoded in a verb compound. This study investigates whether typological differences, as such, influence how first and second language learners conceptualize motion events, as suggested by behavioral evidences. Specifically, the performance of Chinese learners of English, at three proficiencies, was compared to that of two groups of monolingual speakers in a triads matching task. The first set of analyses regarding categorisation preferences indicates that participants across groups preferred the path-matched (rather than manner-matched) screens. However, the second set of analyses regarding reaction time suggests, firstly, that English monolingual speakers reacted significantly more quickly in selecting the manner-matched scenes compared with monolingual speakers of Chinese, who tended to use an approximately equal amount of time in making manner- and path-matched decisions, a finding that can arguably be mapped onto the typological difference between the two languages. Secondly, the pattern of response latency in low-level L2 learners looked more like that of monolingual speakers of Chinese. Only at intermediate and advanced levels of acquisition did the behavioral pattern of L2 learners become target-like, thus suggesting language-specific constraints from the L1 at an early stage of acquisition. Overall, our results suggest that motion event cognition may be linked to, among other things, the linguistic structure of motion description in particular languages. PMID:28638355

Pitch processing of dynamic lexical tones in the auditory cortex is influenced by sensory and extrasensory processes

PubMed Central

Krishnan, Ananthanarayan; Gandour, Jackson T.; Suresh, Chandan H.

2015-01-01

The aim is to evaluate how language experience (Chinese, English) shapes processing of pitch contours as reflected in the amplitude of cortical pitch response components. Responses were elicited from three dynamic, curvilinear, nonspeech stimuli varying in pitch direction and location of peak acceleration: Mandarin lexical Tone2 (rising) and Tone4 (falling); and a flipped variant of Tone2, Tone2′ (nonnative). At temporal sites (T7/T8), Chinese Na-Pb response amplitude to Tones 2 & 4 was greater than English in the right hemisphere only; a rightward asymmetry for Tones 2 & 4 was restricted to the Chinese group. In common to both Fz-to-linked T7/T8 and T7/T8 electrode sites, the stimulus pattern (Tones 2 & 4 > Tone2′) was found in the Chinese group only. As reflected by Pb-Nb at Fz, Chinese amplitude was larger than English in response to Tones 2 & 4; and Tones 2 & 4 were larger than Tone2′; whereas for English, Tone2 was larger than Tone2′ and Tone4. At frontal electrode sites (F3/F4), regardless of component or hemisphere, Chinese responses were larger in amplitude than English across stimuli. For either group, responses to Tones 2 & 4 were larger than Tone2′. No hemispheric asymmetry was observed at the frontal electrode sites. These findings highlight that cortical pitch response components are differentially modulated by experience-dependent, temporally distinct but functionally overlapping weighting of sensory and extrasensory effects on pitch processing of lexical tones in the right temporal lobe and, more broadly, are consistent with a distributed hierarchical predictive coding process. PMID:25943576

Using a Radical-Derived Character E-Learning Platform to Increase Learner Knowledge of Chinese Characters

ERIC Educational Resources Information Center

Chen, Hsueh-Chih; Hsu, Chih-Chun; Chang, Li-Yun; Lin, Yu-Chi; Chang, Kuo-En; Sung, Yao-Ting

2013-01-01

The present study is aimed at investigating the effect of a radical-derived Chinese character teaching strategy on enhancing Chinese as a Foreign Language (CFL) learners' Chinese orthographic awareness. An e-learning teaching platform, based on statistical data from the Chinese Orthography Database Explorer (Chen, Chang, Chou, Sung, & Chang,…

Workplace Influences on Chinese TEFL Academics' Development as Researchers: A Study of Two Chinese Higher Education Institutions

ERIC Educational Resources Information Center

Bai, Li; Millwater, Jan; Hudson, Peter

2013-01-01

Workplace influences on Chinese Teaching English as a Foreign Language (TEFL) academics' development as researchers were examined in two Chinese higher education institutions in this qualitative collective case study. Data sources included research documentation and interviews with 12 Chinese TEFL academics. Both institutions were keen on research…

Neural Cognition and Affective Computing on Cyber Language.

PubMed

Huang, Shuang; Zhou, Xuan; Xue, Ke; Wan, Xiqiong; Yang, Zhenyi; Xu, Duo; Ivanović, Mirjana; Yu, Xueer

2015-01-01

Characterized by its customary symbol system and simple and vivid expression patterns, cyber language acts as not only a tool for convenient communication but also a carrier of abundant emotions and causes high attention in public opinion analysis, internet marketing, service feedback monitoring, and social emergency management. Based on our multidisciplinary research, this paper presents a classification of the emotional symbols in cyber language, analyzes the cognitive characteristics of different symbols, and puts forward a mechanism model to show the dominant neural activities in that process. Through the comparative study of Chinese, English, and Spanish, which are used by the largest population in the world, this paper discusses the expressive patterns of emotions in international cyber languages and proposes an intelligent method for affective computing on cyber language in a unified PAD (Pleasure-Arousal-Dominance) emotional space.

Neural Cognition and Affective Computing on Cyber Language

PubMed Central

Huang, Shuang; Zhou, Xuan; Xue, Ke; Wan, Xiqiong; Yang, Zhenyi; Xu, Duo; Ivanović, Mirjana

2015-01-01

Characterized by its customary symbol system and simple and vivid expression patterns, cyber language acts as not only a tool for convenient communication but also a carrier of abundant emotions and causes high attention in public opinion analysis, internet marketing, service feedback monitoring, and social emergency management. Based on our multidisciplinary research, this paper presents a classification of the emotional symbols in cyber language, analyzes the cognitive characteristics of different symbols, and puts forward a mechanism model to show the dominant neural activities in that process. Through the comparative study of Chinese, English, and Spanish, which are used by the largest population in the world, this paper discusses the expressive patterns of emotions in international cyber languages and proposes an intelligent method for affective computing on cyber language in a unified PAD (Pleasure-Arousal-Dominance) emotional space. PMID:26491431

Enhancement of CLAIM (clinical accounting information) for a localized Chinese version.

PubMed

Guo, Jinqiu; Takada, Akira; Niu, Tie; He, Miao; Tanaka, Koji; Sato, Junzo; Suzuki, Muneou; Takahashi, Kiwamu; Daimon, Hiroyuki; Suzuki, Toshiaki; Nakashima, Yusei; Araki, Kenji; Yoshihara, Hiroyuki

2005-10-01

CLinical Accounting InforMation (CLAIM) is a standard for the exchange of data between patient accounting systems and electronic medical record (EMR) systems. It uses eXtensible Markup Language (XML) as a meta-language and was developed in Japan. CLAIM is subordinate to the Medical Markup Language (MML) standard, which allows the exchange of medical data between different medical institutions. It has inherited the basic structure of MML 2.x and the current version, version 2.1, contains two modules and nine data definition tables. In China, no data exchange standard yet exists that links EMR systems to accounting systems. Taking advantage of CLAIM's flexibility, we created a localized Chinese version based on CLAIM 2.1. Since Chinese receipt systems differ from those of Japan, some information such as prescription formats, etc. are also different from those in Japan. Two CLAIM modules were re-engineered and six data definition tables were either added or redefined. The Chinese version of CLAIM takes local needs into account, and consequently it is now possible to transfer data between the patient accounting systems and EMR systems of Chinese medical institutions effectively.