SPONSORS AHRC-funded project "Multilingualism: Empowering individuals, Transforming Societies", led by Cambridge Confucius Institute Headquarters (Hanban) Faculty of Asian and Middle Eastern Studies, University of Cambridge Cambridge-CUHK Joint Laboratory for Bilingualism Churchill College, University of Cambridge

ORGANISING COMMITTEE Boping Yuan (University of Cambridge) Virginia Yip (Chinese University of Hong Kong) Yang Zhao (Peking University) Yanyu Guo (University of Cambridge)

CONTACT All inquiries concerning the conference should be addressed to the Organizing Committee at [email protected]

Programme, ACBM 2019 Churchill College, University of Cambridge Day 1 | Monday 01 July 2019

08:00–09:00 Registration (The long corridor behind the main entrance of Churchill College)

Conference opening (Wolfson Hall): 09:00–09:10 Boping Yuan, University of Cambridge

09:10–09:15 Conference photo (Wolfson Hall)

Keynote (Wolfson Hall): 09:15–10:05 The Child Heritage Chinese Corpus: Issues and Methods Virginia Yip, Chinese University of Hong Kong (Chair: Boping Yuan)

Panel I (Wolfson Hall) Panel II (Jock Colville Hall) Panel III (JCR) Panel IV (Bevin Room) Session I L3 Acquisition I L2/n Syntax I L2/Ln Syntax II L2/n Learning I 10:10–12:20 Chair: Ziyin Mai Chair: Hui Chang Chair: Wenbin Wang Chair: Clair Wright

Invited: The L2 Effect in L3 Production: The Mandarin ba-Construction Language Mode and Cross- Examining the Efficacy of Evidence from the Acquisition in School-age Heritage linguistic Influence: Subject Chinese as a Second/foreign of Mandarin Aspectual Marker Speakers: Structural Frequency Realization in Advanced Language Programs in 10:10–10:40 LE by Hong Kong College and Lexical Diversity in Chinese-English Late Bilinguals Australian Universities Students Parental Input Ying Liu, Ruying Qi & Bruno Di Yan Liang, Helena Sit & Shen Jennifer Yao Lucy Xia Zhao, University of Biase Chen Sheffield 10:40–11:20 Poster Session I & Coffee break

Invited: Bilingual and Trilingual Variation in the Use of the The Role of Animacy and Uniqueness of Chinese Acquisition of Relative Chinese ba Construction by Syntactic Position in the character Learning: A Study of 11:20–11:50 Clauses in Cantonese and Native and Non-native Acquisition of L2 Chinese Null the Writing Errors and Learning Mandarin Speakers of Mandarin Subjects and Null Objects Strategies of CFL learners Stephen Matthews, University Xiaoping Gao Xinjia Qi & Guanqing He Isaac Iu of Hong Kong

Transfer at the Initial Stages A Processing Problem or a A Pilot Study: Effective of L3 Mandarin: the Representational Problem? L2 Strategies for Motivating Acquisition of Temporal- Acquisition of Syntax- Australian Secondary Students Aspectual Sentence Final Semantics Interface in the 11:50–12:20 to Learn Chinese Particles by English- Chinese ba Construction by Xiaomeng Tian Cantonese Bilinguals English-speaking Learners Hing Wa Sit, Shen Chen & Hao Liang Sun Yanyu Guo & Boping Yuan Tongkun Liu

12:20–13:20 Lunch break

13:20–14:00 Poster Session II Panel I (Wolfson Hall) Panel II (Jock Colville Hall) Panel III (JCR) Panel IV (Bevin Room) Session II Child Bilingualism I L2/n Learning II L2/n Syntax III L2/Ln Semantics 14:00–16:30 Chair: Ruying Qi Chair: Xiaoping Gao Chair: Lucy Zhao Chair: Carlotta Snarvoli

Feature Reassembly in the A Corpus-based Study of Invited: Acquisition of Chinese Semantic Radical Awareness in Mandarin/Cantonese-English Negation by English-speaking Assessing Study Abroad Effects Young Learners of Chinese as a Bilingual Children’s Acquisition and Korean-speaking L2 14:00–14:30 for Adult Mandarin SLA Second Language of Definiteness Learners Clare Wright, University of Dongbo Zhang Yi-An Lin Leeds Jia Wang & Yuet Hung Cecilia Chan

Invited: Covert Objects and VP Ellipsis Acquisition of Chinese as a in English Speakers’ L2 Second Language by Tibetan Chinese: Evidence of the 14:30–15:00 and Yi Students in Multilingual Incremental Model of L2 Contexts Wanying Hu Speech Production Minwen Zhu Mechanisms Linda Tsung, University of Sydney Lilong Xu

Nominal-level Word Order Invited: The Effects of Input Mode on Variations at the Interfaces: A the Implicit Learning of Shape- The Role of Lε in Bilingual Study of Adult Second —— based Semantic Distinctions of 15:00–15:30 Development Language Acquisition of Chinese Classifiers Ruying Qi & Bruno Di Biase, Chinese & Yang Liu Western Sydney University Jing Jin & Sihui Ke 15:30–16:00 Poster Session III & Coffee break

Processing of Mandarin Base- Pronoun Interpretation in generated Topic Sentences by Mandarin as a Second The Acquisition of the Scope of Korean Learners of Chinese: Language Negation in L2 Chinese: An Evidence from an Eye-tracking 16:00–16:30 Interface Approach Roumyana Slabakova, Elina Experiment Tuniyan, Lewis Baker & Lucy Xiangqing Hu, et al. Muxuan He Kai Yan Song, Hui Chang, Ke Zhao Shu Xiang & Jun Min Li

Keynote (Wolfson Hall): 16:40–17:30 Exploring Word Recognition among Learners of Chinese as a Second Language Nan Jiang, University of Maryland (Chair: Maria Teresa Guasti)

17:40 Gathering at the gate of Churchill College for a punting tour on the River Cam (15-20min walk to the punting station) Day 2 | Tuesday 02 July 2019

Keynote (Wolfson Hall): 09:00–09:50 Mandarin-Italian Bilingual Children’s Comprehension of Head- initial and Head-final Relative Clauses Maria Teresa Guasti, University of Milano-Bicocca (Chair: Nan Jiang)

Panel I (Wolfson Hall) Panel II (JCR) Panel III (Bevin Room) Session III L2/n Processing I L3 Acquisition II L2/n Discourse 10:00–12:10 Chair: Huili Wang Chair: Stephen Matthews Chair: Linda Tsung

Invited: A Probe into the Deep-rooted Cause of Eye Movements in Picture Book Reading Early Trilingual Development of Mandarin, English Native Speakers’ Trouble Acquiring with Chinese Elementary School Students Cantonese and English: the Leo Corpus Chinese: From the Perspective of the 10:00–10:30 and Second Language Learners of Chinese (1:06-2;11) Spatiality in Chinese and the Temporality Ruolin Yuan & Xin Jiang Ziyin Mai & Virginia Yip in English Wenbin Wang, Beijing Foreign Studies University

10:30–11:10 Poster Session IV & Coffee break

Invited: Factuality Evaluation in English and “”“” Standard Chinese by Hong Kong Trilingual 11:10–11:40 “” Speakers Qian Yao , Carlotta Sparvoli Eye-tracking as a Tool for Studying Indefinite NPs as Subjects in L2 and L3 Stage Topic and Introduction of a New Chinese Zero Anaphora Processing in Mandarin Grammars Protagonist in L2 Chinese Narratives 11:40–12:10 American CFL Learners Jingting Xiang & Boping Yuan Arnaud Arslangul Run Mu

12:10–13:20 Lunch break

13:20–14:00 Poster Session V

Panel I (Wolfson Hall) Panel II (JCR) Panel III (Bevin Room) Session IV L2/n Processing II Child Bilingualism II L2/n Syntax IV 14:00–16:30 Chair: Xin Jiang Chair: Xuemei Zhang Chair: Yi-ching Su

Invited: Effect on the Comprehension of Mandarin The Development of Chinese/English The L2 Acquisition of Chinese Resultative Manual Action Language in L2: An ERP Interrogative Forms in a Multilingual 14:00–14:30 Compounds by Native Speakers of English Study Context: A Corpus-based Study of Jingyu Zhang & Jian Shi Huili Wang Singapore Preschoolers Philip Hui Li, Macquarie University

The Effect of L1 and L2 Motion “”“” Bilingual Advantage on Word Order Expressions on the Learning of Chinese as Processing in Chinese Children with ASD 14:30–15:00 L3: Evidence from an Eye-tracking Study Jingting Mo & Yi Esther Su Shuo Kang Yong Zhai Second Language Learners’ Selective Transnational Children’s Chinese Biliteracy Integration of Linguistic Knowledge--the Acquisition and Translanguaging 15:00–15:30 Mandarin ‘Ba’() Construction & Chen-Cheng Chun Yutzu Chang & Nan Jiang

15:30–16:00 Poster Session VI & Coffee break

Invited: Second Language Acquisition with No The Effects of Bilingual (Bidialectal) Positive Evidence: Results from L2 Subject Pronoun Resolution in Korean Experience on Children’s Acquisition of Acquisition of Chinese Collective Marker 16:00–16:30 Speakers’ Chinese: An Eye-tracking Study Referents for Nouns men by Thai Native speakers Hui Chang, Shanghai Jiaotong University Zhuang Wu Embodiment Woramon Prawatmuang

Keynote (Wolfson Hall): 16:40–17:30 Interfaces in L2 Chinese Acquisition: What is the Real Problem? Yang Zhao, Peking University (Chair: Virginia Yip)

18:30–20:30 Conference open-air dinner (Jock Colville Hall Lawn)

Day 3 | Wednesday 03 July 2019

Panel I (Wolfson Hall) Panel II (JCR) Panel III (Bevin Room) Session V L2/n Syntax V L2/n Phonetics & Phonology I L2/n Learning III 09:00–11:00 Chair: Yuet Hung Cecilia Chan Chair: Weijing Zhou Chair: Philip Hui Li

Invited: To Transfer or Not to Transfer: Backward Inter-tonal Effects in Second Language 09:00–09:30 Anaphora in L2 Acquisition of English and Chinese and Native Chinese Mandarin Hang Zhang Yi-ching Su, National Tsing Hua University

The Use of Tonal Information during Mapping and Reassembly in English Visual Word Recognition in Adult L2 Speakers’ L2 Acquisition of Chinese Chinese Learners 09:30–10.00 Sentence-final Particles ba Rongchao Tang, Naoko Witzel, Xiaomei Xiaoling He Shanshan Yan & Boping Yuan Qiao & Jia Chen

Cross-linguistic Influence of L1 Spanish and L2 English on the Learning and 10:00–10:30 Acquisition of Chinese Resultative Xiangqing Hu Compounds for Mexican Adult Learners Ling Zhang, Liu Shi & Xinyu Xu Alexis R. J. Lozano Cardenas

10:30–11:00 Coffee break

Panel I (Wolfson Hall) Panel II (JCR)

11:00–11:30 L2/n Phonetics and Phonology II L2/n Phonetics and Phonology I

Chair: Yuet Hung Cecilia Chan Chair: Weijing Zhou

Tone 3 Sandhi and Its Place in CFL 11:00–11:30 (Chinese as a Foreign Language) Jin Wang & Lei Liang Chiung-Yao Wang

Keynote (Wolfson Hall): 11:30–12:20 Trilingualism vs. Bilingualism: Sentence-final Question Particles ne and ba in L3 and L2 Mandarin Grammars Boping Yuan, University of Cambridge (Chair: Yang Zhao)

Conference closing (Wolfson Hall): 12:20–12:30 Boping Yuan, University of Cambridge

Poster Sessions

Poster Session I Poster Session II 10:40–11:20, 01 July 2019 13:20–14:00, 01 July 2019

Acoustic Characteristics of Tones Produced by Young Bilingual Speakers of Cantonese Priscilla Chou & Chloe Chu Ting Yan Rachel Kan

Writing in a Non-alphabetic Language via Keyboard: an Empirical Study on online Revision Behaviours in Chinese L1 and L2 Jing Zhao Xiaojun Lu

Demotivation in Learning Chinese as a Foreign Language: Insights of Irish Chinese Learners Sophia Zhou Chang Zhang

- Fei Cao Leona King Chieh Kiu

Processing Neutral Tone in Mandarin under Non-attentional Condition in Mandarin-English Bilinguals Tian Ran Weijing Zhou, Zhiyan Wang, Yuting Lei & Lun Zhao Poster Session III Poster Session IV 15:30–16:00, 01 July 2019 10:30–11:10, 02 July 2019

Song Stuck in My Head: Acquisition on Adjectival Predicates for Conceptualizing and Operationalizing the Dual Dimensions of Second Secondary School Students in Hong Kong Learning Chinese as a Second Language Speech in Adults Learning to Become Multilingual Language through Mandarin Songs Peijian Sun Wang Ngai Ziv Kan

Are There Kangaroos in China too? –A Sociocultural Approach to the Cultural Content of CFL Course Materials Xiaohong Zhang Hanning Guo

Effects of International Students’ Chinese Writing Performances on Chinese Tone Sandhi Acquisition: L1 Prosodic Structure Transfer Complexity, Accuracy and Fluency Jie Deng Mei Wei

Ya Wen Su Lap Chau, Baohua Yu, Yick Wah Frankie Leung & Hon Kin Kan

Analysis of Acquisition of Chinese in Sino-French Bilingualism from an Intercultural Perspective Jun Xing Qianwen Zhang

Rethinking Chinese Bilingual International Student Engagement in Canadian Graduate Study: From a Comparative Analysis Meng Xiao Poster Session V Poster Session VI 13:20–14:00, 02 July 2019 15:30–16:00, 02 July 2019

A Study of Conjunctive Relations in English Native Speakers’ Narrative The Teaching of Chinese Characters: A Case Study of Mandarin Teachers’ Oral Chinese Discourse Understanding of Career-long Professional Learning in the UK Juan Xiao & Shanshan Liang Alan Huang, Sophia Lam & Fotini Diamantidaki

Cha Kie Hiew Cheng Peng

Effects of Semantic Transparency and Frequency on the Acquisition of Eyetracking CFL Beginners’ Character Reading Strategies L2 Chinese Compounds Lijing Shi Jin Wu, Suzhi Li & Xin Sun

“” Feature Reassembly of Chinese Perfective Aspect Shanshan Hu Junfang Liu

A Comparative Study on Definitions of Shell Nouns in English and Chinese Learner’s Dictionaries—A Local Grammar Approach Jingjing Xu & Xin Jiang Xuemei Zhang & Ping Liu

ABSTRACTS OF KEYNOTE TALKS (arranged in presentation order)

Virginia Yip is Professor at the Department of Linguistics and Modern Languages, Chinese University of Hong Kong. She is Director of the Childhood Bilingualism Research Centre, Chinese University of Hong Kong-Peking University-University System of Taiwan Joint Research Centre for Language and Human Complexity, and Co-Director of the University of Cambridge-CUHK Joint Laboratory for Bilingualism. She is a Fellow of the Hong Kong Academy of the Humanities. Her research interests include bilingualism, bilingual acquisition, heritage language acquisition, second language acquisition, Cantonese grammar and psycholinguistics.

The child heritage Chinese corpus: issues and methods

This paper discusses the issues and methods in the investigation of heritage Chinese in light of a new corpus that documents the development of three Chinese heritage children born and raised in the USA: Luna (2;0 - 4;11), Avia (2;0 - 3;11) and Winston (1;07 - 3;07) who have successfully developed Mandarin and English (and Cantonese in Winston’s case) in the early years and maintained the heritage language to varying extents (Mai, Matthews and Yip 2018; see website: https://childes.talkbank.org/access/Biling/CHCC.html). With the availability of such heritage corpora, issues of incomplete acquisition, language attrition and maintenance can be addressed more systematically. Some methodological innovations in the corpus include data collection via video conferencing and 360o cameras. While most of the existing bilingual corpora in CHILDES are built upon speech data of adults interacting with children in the same venue, recent technological advances provide researchers with exciting alternatives. Our Hong Kong-based research assistants interact with American-born Chinese children residing in the US via Skype video calls, in addition to being regularly recorded by their parents and RAs at home. The combination of traditional home-recording and online video calls captures both parent- child interaction in Mandarin, the heritage language and adult-child interaction in English, the societal dominant language. Together, the heritage and baseline data allow us to address fundamental questions including the role of reduced input and its relationship to bilingual development, vulnerability of specific constructions that are subject to attrition, and crosslinguistic influence. Heritage children’s development is shown to be on a par with monolingual children initially but the children shift in dominance to English as they approach school age.

Nan Jiang is a professor of second language acquisition at the University of Maryland. He received his Ph. D. in Second Language Acquisition and Teaching at the University of Arizona, and taught at Auburn University and Georgia State University before joining UMD. His research deals with the acquisition and processing of a non-native language with a particular focus on lexical development and processing.

Exploring word recognition among learners of Chinese as a second language

Word recognition is a basic cognitive process that lies at the center of efficient reading. However, word recognition among learners of Chinese as a second language (CSL) has received only very limited attention in research. This presentation reports the results of a study of word recognition by CSL learners. The study compared the performance of CSL learners and Chinese native speakers in a lexical decision task in order to determine how L1-related factors (such as translatability and translation length) and L2 lexical properties (such as frequency, familiarity, and the number of strokes) affected the participants’ performance on 90 Chinese disyllabic words. A complex pattern of results emerged, but a particularly interesting result was the finding that the number of strokes affected decision times of CSL speakers but not that of native speakers. One interpretation of this difference is that CSL learners seemed to take a more analytical approach to processing Chinese characters rather than recognize characters holistically. As such analytical processing may hinder efficient word recognition and reading, pedagogical intervention such as fast mapping practice may be necessary to help learners move from analytical to holistic processing, thus increasing their sight vocabulary size.

Maria Teresa Guasti is associate investigator at ARC, Maquarie University, Sydney, Visiting Professor International Centre for Child Health, Haidan Distr., Beijin. She is the scientific director of Bilingualism matter @ Milano Bicocca, of the Ph.D. program in Psychology, Linguistics and Cognitive Neuroscience. Her research investigates language acquisition, first and early second language acquisition, on language impairments, touching a wide range of topics spanning from phonology to syntax and semantics/pragmatics, with a strong crosslinguistic perspective.

Mandarin-Italian bilingual children’s comprehension of head- initial and head-final relative clauses I will focus on how the competence in the two languages of bilingual children develops and intend to establish whether there are reciprocal influences between two typologically distant languages and how these are manifested. To achieve these goals, I examined with prof. Hu Shenai, the comprehension of relative clauses (RCs) in Mandarin-Italian bilingual children, who were first exposed to Mandarin and started to be exposed to Italian between 2 and 4 years. Children were all attending a public Italian school and receiving formal instruction in Italian. Literacy in Mandarin was supported through community schools. Two groups of children were involved: a young group with a mean age of 6 years and an old group with a mean age of 8 years. Bilingual children were tested on their comprehension of subject and object relative clauses (RCs) in Mandarin and in Italian. The majority language (Italian) shaped the comprehension of RCs over development. After three years of exposure to Italian, the young group reached the same level of competence in RCs comprehension in their two languages. After five years of exposure to Italian, the old group had a better comprehension of RCs in Italian than in Mandarin and was similar to monolingual Italian-speaking children in Adani (2011). Their performance in Mandarin seems to suggest that the head final character of RCs in that language is challenging. The influence of one language on the other was evident in the error analysis.

Yang Zhao is PhD (Cantab), Professor and

Dean of School of Chinese as a Second

Language, Peking University; Member of the

National MTCSOL Steering Group; Vice

Chairman of the SLA Society of China

Association for Comparative Studies of English

and Chinese; Chief Editor of International

Chinese Language Education. His research

interests include second language acquisition,

generative grammar and sociolinguistics.

Interfaces in L2 Chinese acquisition: what is the real problem?

Empirical studies have been conducted to examine the Interface Hypothesis (Sorace and Filiaci, 2006) since it was posited more than 10 years ago, and conclusions are varied. Studies on wh-words as polarity items (Yuan, 2010), wh-topicalization (Yuan and Dugarova, 2012) and interpretation of Chinese overt and null embedded arguments (Zhao, 2012) in L2 Chinese suggest that the internal interface is not equally acquirable whereas the external interface is not necessarily a problem as predicted. Based on 4 empirical studies, the present paper illustrates L2 Chinese acquisition of double object construction, double quantitative construction, negative markers bu and mei, and the prepositional zai phrase, to see whether interfaces are acquirable. The findings do not support the Interface Hypothesis. There have been different proposals to account for the failure of this hypothesis (e.g. the processing load account by Yuan, 2015). The present paper provides a new explanation from the perspective of characteristics of the Chinese grammar.

References: Sorace, A. and Filiaci, F. (2006) Anaphora resolution in near-native speakers of Italian. Second Language Research 22, 339-368. Yuan, B. (2010). Domain-wide or variable-dependent vulnerability of the semantics-syntax interface in L2 acquisition? Evidence from wh-words used as existential polarity words in L2 Chinese grammars. Second Language Research 26, 219–260. Yuan, B. (2015). Interfaces in second language acquisition of Chinese. Modern Foreign Languages 38, 58-72. Yuan, B. and Dugarova, E. (2012). Wh-topicalization at the syntax-discourse interface in English speakers’ L2 Chinese grammars. Studies in Second Language Acquisition 34, 533-560. Zhao, L. X. (2012). Interpretation of Chinese overt and null embedded arguments by English- speaking learners. Second Language Research 28, 169-190.

Boping Yuan is Reader in Language and Linguistics and a PhD supervisor at the University of Cambridge and a co -director of the Cambridge-CUHK Joint Research Laboratory for Bilingualism. He directs the Chinese programme in Cambridge. He is also a Fellow and Director of Studies in Asian and Middle Eastern Studies, Churchill College, Cambridge. His research interests are in linguistic approaches to second language acquisition and bi/multilingualism.

Trilingualism vs. bilingualism: sentence-final question particles ne and ba in L3 and L2 Mandarin grammars

What makes trilingualism special compared to bilingualism? Unlike L2 acquisition, L3 acquisition involves one more previously learned language, thus bringing in more confounding factors. What are possible transfer sources at the initial stage of L3 acquisition: the L1, the L2 or the typologically/structurally similar language? To answer these questions, this presentation reports on a study examining the acquisition of two Mandarin sentence-final particles (SFPs) by L1 English-L2 Mandarin (E-M), L1 English-L2 Cantonese-L3 Mandarin (E-C-M) and L1 Cantonese-L2 English-L3 Mandarin (C-E-M) learners. Unlike the case in English, a statement in Mandarin and Cantonese can be converted into a question by merging an SFP at the sentence final position. Mandarin ba and ne are two question SFPs. However, they differ: ba has a confirmation-seeking feature and the ba sentence can stand alone as a question, while ne is used in a follow-up question and the ne question cannot be used out of the blue. Cantonese has equivalents of the two Mandarin SFPs and they behave the same as their counterparts in Mandarin. English employs tag questions and wh-phrases to undertake the functions of ba and ne respectively. Cantonese is structurally closer to Mandarin than English. One hundred and fifty-four participants (28 Mandarin native speakers; 51 E-M learners, 50 E-C-M learners, and 25 C-E-M learners) took part in the present study, which employed an offline Acceptability Judgement Task (AJT) and an online Cross-Modal Priming Task (CMPT). The results indicate that in identifying the inappropriateness of Mandarin ne questions used out of the blue, the E- C-M learners’ L3 Mandarin at the initial stage is facilitated by their knowledge of Cantonese, thus evidence of transfer from Cantonese. In the online priming task, cross-linguistic influence is found only in the L3 date but not in the L2 data. In addition, an on-line/off-line discrepancy is found in the L2 processing data. We will discuss our findings on the basis of hypotheses and models in the literature.

ABSTRACTS OF INVITED TALKS (arranged in presentation order)

Stephen Matthews is Professor in Linguistics at the University of Hong Kong. He studied Modern and Medieval Languages at Trinity Hall, Cambridge before pursuing doctoral and postdoctoral studies in Linguistics at the University of Southern California. His current interests include the typology of Chinese; the grammar of Chinese dialects, notably Cantonese, Chaozhou and other Minnan dialects; language contact and bilingualism, with particular reference to Sinitic languages.

Bilingual and trilingual acquisition of relative clauses in Cantonese and Mandarin

Bilingual children acquiring Cantonese and English show early acquisition of object relative clauses, a pattern which is transferred to English (Yip & Matthews 2007) but contrasts with findings for both monolingual and bilingual acquisition of Mandarin. Trilingual children acquiring Cantonese, Mandarin and English show a different pattern of interactions (Chan, Matthews & Yip 2017): an advantage for subject relative clauses in Cantonese as in Mandarin, and a pattern of comprehension errors with object relative clauses implying reverse transfer from English. These findings highlight some differences between bilingual and trilingual acquisition. They also demonstrate the importance of structural differences between varieties of Chinese, which in this case lead to an advantage for object relative clauses in Cantonese.

Clare Wright is Lecturer in Linguistics and Language Teaching at the University of Leeds. After graduating from Cambridge University, she taught English for Academic Purposes for nearly twenty years, then gained her MA and PhD in Second Language Acquisition at Newcastle University. Her research investigates the interfaces between linguistic, cognitive and pedagogic factors in second language acquisition, with particular focus on teaching and learning Chinese as a second language.

Assessing Study Abroad effects for adult Mandarin SLA

This paper takes a multimethod approach to illustrate the complex range of linguistic, cognitive, pedagogic and sociocultural factors affecting adult Mandarin SLA, with particular focus on assessing the development of communicative competence during Study Abroad (SA). Given the current debates over how far immersion during SA reliably impacts on L2 acquisition in any case (Wright and Schartner 2013, Mitchell et al. 2017), it is timely to explore in more detail the links between input, experience and language development during Mandarin learners’ SA, and to identify reliable methodologies to track longitudinal development across different domains of acquisition during SA. We report on two recent studies to examine: a) effect of task (monologue vs dialogue), b) effect of time (pre vs post-SA), c) effect of teaching method (flipped vs traditional). First, we discuss findings from a detailed year-long case-study of SA effects for ten intermediate- level students of Mandarin from a UK university, with standard class-based instruction (Wright 2018). Our measures focused on fluency and lexico-grammatical acquisition across four oral tasks. Scores before SA showed many task differences between monologues and dialogues, which significantly reduced after SA, though not on all tasks and all measures, after SA. We also found high levels of individual variation in improvement, though such variation was not reliably connected to self-reported levels of interaction with local speakers. Second, we studied a larger cohort of Anglophone beginner learners (n=82) over one semester, to see if using technology-supported teaching (flipped classroom) could speed up acquisition (again using fluency and lexico-grammatical measures), or reduce the kind of individual variation we found earlier (Wang et al. 2018). We found significant and consistent improvements, suggesting that tangible benefits for different domains of acquisition can be found from more innovative teaching interventions. We discuss the theoretical and empirical implications for further research in Mandarin SLA, to understand better the interconnecting linguistic, cognitive, pedagogic and sociocultural factors affecting L2 Mandarin development during Study Abroad.

Hui Li is the Professor in Early Childhood at Macquarie University, Sydney, Australia. His research interests lie in developmental cognitive neuroscience, developmental psycholinguistics, early literacy and language, early childhood curriculum and pedagogy, and educational policy.

The Development of Chinese/English interrogative forms in a multilingual context: a corpus-based study of Singapore preschoolers

The interrogative development in monolingual English- or Chinese-speaking preschoolers has been thoroughly examined, whereas the bilingual interrogative development, has not been empirically explored. To fill this research gap, this study examined the development of and possible predictors of Chinese/English interrogative forms in Singapore preschoolers. All the interrogatives drawn from the Early Child Mandarin Corpus (168 children 2;6, 3;6, 4;6, and 5;6) were analysed, with Chinese and English interrogatives the focus of comparison. The results indicated that: (1) there was an age effect in the production of Chinese/English interrogatives; (2) the bilingual preschoolers produced more English interrogatives than the Chinese ones in terms of quantity and quality; (3) English interrogatives showed an age-related increasing pattern whereas Chinese interrogatives displayed a slightly irregular trajectory; (4) a subtractive bilingualism effect was found in the interrogative development in Singapore bilingual preschoolers. Also, some instances of mixed-coding of English interrogatives and double questioning were identified in this study. The implications and suggestions for early bilingual education are also discussed.

Linda Tsung is an Associate Professor in Faculty of Arts and Social Sciences, University of Sydney. Her research interests are second language acquisition, multilingualism, multilingual education, language policy and cultural identity in Greater China and in Australia.

Acquisition of Chinese as a Second Language by Tibetan and Yi Students in Multilingual Contexts Children’s reading comprehension has been shown to be influenced by phonological sensitivity (Cain, Oakhill, & Bryant, 2004); oral language skills (Hulme & Snowling, 2011; Kendeou, van den Broek, White, & Lynch, 2009); and rapid, automatic decoding of words (Perfetti, 2007). There is also a confluence of cognitive and metacognitive strategies. This paper focuses on China’s linguistic minority students’ orthographic and sentential processing skills, and reading engagement in an attempt to understand the multi-componential text comprehension of Chinese in multilingual contexts. Two groups of 12-year-old ethnic minority (EM) users of alphasyllabary (66 Tibetan and 45 Yi) were compared with 42 Han Chinese students in comprehending Chinese narrative and expository texts, each with inferential questions requiring short open-ended written answers. Two constructs (orthographic and sentential processing), each with two indicators, were hypothesized to predict text comprehension differentially in the three groups. A 43-item Students’ Approaches to Learning (SAL) scale showed the EM students might not have developed effective strategies in learning Chinese. A task x group MANCOVA with SAL as covariate showed substantial differences in the students’ performance. Multiple comparisons found group differences changed across tasks. Structural equation modeling, multiple regression analyses point to the significant and differential contribution of the constructs and the tasks to the two genres of Chinese text comprehension in the different groups. Educational implications include strengthening teaching the structure and function of Chinese characters, words, syntax and the need for adaptive curriculum materials.

Hui Chang is a professor of second language acquisition of School of Foreign Languages, Shanghai Jiao Tong University, China. He is the author of over 30 journal articles and three monographs. His research interest in recent years has been L2 Chinese syntax.

Subject pronoun resolution in Korean speakers’ Chinese: an eye-tracking study

Subject pronoun resolution has been one of the foci in L2 research. Previous studies showed that the difficulty in L2 pronoun resolution could be associated with learners’ failure to integrate syntax and other information sources in language processing (e.g., Interface Hypothesis: Sorace & Filiaci, 2006; Sorace, 2012). This study aims to investigate subject pronoun resolution in temporal bi-clausal sentences (deshihou, when) in L2 Chinese by Korean speakers, and the role of verb-mediated re-mention bias and propositional meaning. An eye tracking experiment was carried out on intermediate and advanced Korean learners of Chinese as well as native Chinese speakers. In this study, , like first fixation duration, first pass reading time, total reading time and re-reading time were analyzed. Results from eye movement measures revealed that Korean learners of Chinese behaved similarly to native Chinese speakers in that verb-mediated re-mention bias and propositional meaning had an effect on subject resolution in the same pattern. The learners, however, were not as sensitive as native speakers to both the verb mediated re-mention bias and the proposition mediated bias, although advanced learners behaved more like native speakers. The results supported the Interface Hypothesis, since even advanced Korean learners of Chinese behaved qualitatively differently from native Chinese speakers in pronoun resolution.

Dr Ruying Qi is Associate Professor, PhD Supervisor, Head of the China Liaison Unit, Co-Founder and Director of the Bilingualism Research Lab @WSU-JNU in the School of Humanities and Communication Arts, Western University of Sydney, Australia. Her research focuses on bi- and multilingual development, bilingual first language acquisition, Chinese language and culture pedagogy, and its applications to development of effective curricula for Chinese L2 learners as well as early childhood bilingual education.

The role of Lε in bilingual development

This paper aims to show the relevance of linguistic ecology, particularly the hitherto neglected role of what we call Lε, i.e., the prevailing language in the extra-domestic environment, for the conceivable emergence of transfer in bilingual development. We examine the hotly debated area of content (or wh-) questions in languages that present contrasting typology in constructing such questions, and look at possible transfer of ‘wh-in situ’ question patterns, such as exhibited in e.g., Cantonese, Mandarin, Japanese and Korean towards languages with a non wh-in-situ typology such as, e.g., English, French and Dutch, over the course of bilingual development. In reviewing eight recent (mostly longitudinal) key empirical studies examining wh- questions we identify 11 separate configurations of bilinguals, different from each other with respect to at least one variable chosen among those structural hypotheses offered in those studies as accounting for transfer (or lack thereof) from wh-in-situ question languages towards non-wh-in-situ languages. These critical variables are dominance (stronger/weaker language of the child), structural overlap/complexity, isomorphism, the environmentally prominent language (Lε) and the presence/absence of transfer of the wh-in-situ question. Invariably, Lε patterns with lack of transfer, i.e., transfer does not occur towards the language of the child that coincides with Lε, even when it is the weaker language of the child and the languages are isomorphic in their basic syntactic patterns such as Mandarin and English, both SVO. This state of affairs is compatible with a critical role for Lε in accounting for crosslinguistic influence.

Lucy Xia Zhao is Senior Lecturer of Chinese Studies at the School of East Asian Studies at the University of Sheffield. She also works as Director of Engagement in China and Director of the Confucius Institute at the University of Sheffield. Her main research area is Chinese language acquisition.

The Mandarin ba-construction in school-age heritage speakers: structural frequency and lexical diversity in parental input

Recent research has identified language development in school-age heritage children as an important yet missing link between child early bilinguals and adult heritage speakers. This study investigates the acquisition of the Mandarin ba-construction through elicited narration among heritage Mandarin children (n = 27, aged 4-14) and their parents (n = 18) in the UK. Results show that the children possess target-like knowledge of the word order and semantic conditions of the ba-construction, but they do not match their parents in terms of production rates and lexical composition. By contrast, the age-matched Mandarin monolingual children do not differ monolingual adults in any aspect of the construction inlcuding production rate and lexical composition. Crucially, the heritage children’s production rate of ba-sentences positively correlates with their parents’ verb inventory, rather than their parents’ ba-sentences, or their own age. We consider the differential roles of structural frequency and lexical diversity of parental input in the development and maintenance of heritage grammar in late childhood and adolescence, and propose that a bottleneck preventing young heritage speakers from developing monolingual-like control over the ba-construction lies in the lexicon, rather than syntax. We also lay out positive aspects of the “heritage variety” of the ba-construction in sustaining the heritage language in additive heritage bilingualism.

perceptual span Eyelink1000 plus

Yi-ching Su is currently an Associate Professor at the Graduate Institute of Linguistics, National Tsing Hua University in Taiwan. She received PhD from the University of Maryland, College Park, and specializes in language acquisition, psycholinguistics and neurolinguistics, focusing on the acquisition and processing of syntax and semantics. Her research investigates the acquisition and processing of sentences with quantifiers, relative clauses, restrictive focus, and anaphor resolution.

To transfer or not to transfer:backward anaphora in L2 acquisition of English and Mandarin

It has long been demonstrated in languages like English and Italian that the interpretation of pronouns follows the structural c-command constraint and hence sentences like (1) cannot allow the co-reference reading between the pronoun and the referential NP due to Principle C, whereas backward anaphora sentences like (2) can, and children acquiring these languages demonstrate the knowledge of the structural constraint quite early (e.g., Crain & McKee 1985; Guasti & Chierchia 1999). Moreover, although Russian allows the backward anaphora co-reference reading except for the counterpart sentences of (2) due to a construction-specific poka-constraint, Russian-acquiring preschool children follow the structural constraint in their interpretation of the sentences as reported in Kazanina & Phillips (2001). (1) He said John was the best dancer. (2) While he was dancing, John ate the pizza. Unlike English, the counterpart sentences of (2) in Mandarin has been shown to prohibit the co-reference reading (e.g., Huang 1982). However, as reported in Su (2005), the prohibition is construction-specific rather than language-specific since sentences with yinwei ‘because’ subordinate clause can allow the co-reference reading. This study examined how L1 English L2 Mandarin learners (N=27) and L1 Mandarin L2 English learners (N=40) interpreted backward anaphora sentences with deshihou ‘while’ or yinwei ‘because’ clauses. The results showed that L1 English L2 Mandarin learners transfer the English pattern to the target L2 Mandarin, but L1 Mandarin L2 English learners do not transfer their L1 Mandarin construction-specific pattern to the target L2 English. The finding suggests a default effect of universal structural constraint on L2 anaphora resolution.

Wenbin Wang is chair professor of linguistics, an assistant president of Beijing Foreign Studies University, China, director of the National Research Centre for Foreign Language Education, a vice- chairman of Cognitive Linguistics Research Committee, China Association for Comparative Studies of English and Chinese. He received his MA from McGill University and his PhD from Shanghai International Studies University.

A probe into the deep-rooted cause of English native speakers’ trouble acquiring Chinese: from the perspective of the spatiality in Chinese and the temporality in English

In their acquisition of the Chinese language, English native speakers tend to overuse tense markers, aspectual markers, pronouns, connectives, verbs and long sentences. There has been a great deal of research on such acquisition behaviours, but the deep-rooted cause has not yet been fully probed into and brought to light. The present paper shares the ideas that language is the carrier of thought and it can represent the unique paradigm of how a nation who uses the language perceives and understands the world, and thus it suggests that English native speakers in their acquisition of Chinese need to familiarize themselves with the idiosyncratic character of the language representing the Chinese mode of perception and understanding of the world. Based on this suggestion, the paper attempts to establish a new opinion that in dissecting the world and in ways of thinking, the Chinese nation focuses predominantly upon space and the English people upon time, and thus the Chinese language is inherently spatiality-oriented, while the English language is genetically temporality- oriented. With this view in mind, this article proposes that the spatiality-temporality duality be used as an overarching typological parameter to account for the underlying reason for English native speakers’ trouble in acquiring Chinese.

ABSTRACTS OF ORALS (arranged in alphabetic order of the first author) Stage topic and introduction of a new protagonist in L2 Chinese narratives

Arnaud Arslangul Inalco

There are three different syntactic structures commonly used in Chinese to introduce a new protagonist in narrative discourse: the canonical predicate structure with an indefinite subject (NP-V), the presentational cleft construction ( yǒu ‘there be’-NP-V) and the locative- inversion construction (V-NP). According to Zhang (2009), one of the main differences between those three structures is how they are located in the discourse, i.e. in respect to a spatial or/and a temporal point of reference. At the information structure level, the new referent belongs to the focus constituent, and the spatio-temporal constituents are considered as “stage topics” (Erteschik-Shir, 1997). When introducing a new protagonist in narratives, L2 Chinese learners have then (i) to select between spatial or/and a temporal stage topics according to which the focus is introduced; and (ii) to attribute a syntactic position to those two constituents in respect to the verb, knowing that the post-verbal position of the locative- inversion construction seems problematic in L2 acquisition (Yuan 1999). In that context, this study investigates the syntactic and information structures that French-speaking learners of L2 Chinese use to introduce a new protagonist in narrative discourse (Hendriks 1998), by testing two hypothesis: (a) the Topic Hypothesis (Pienemann et al. 2005), according to which, early stage learners topicalize the new NP as an agentive subject (i.e. focus first), while more advanced learners are able to topicalize another constituent (i.e. stage topic first); and (b) the Unaccusative Trap Hypothesis (Oshita 2001), according to which only more advanced learners are able to identify unaccusative verbs in locative-inversion construction and place a new NP in post-verbal position (i.e. focus last). The procedure used consists of the analysis of an oral corpus collected from 5 different groups of informants (N=110): French and Chinese native speakers (NS), as well as learners of L2 Chinese at three proficiency levels (low, intermediate and advanced). The stimulus of the elicited task is a comic strip composed of ten plates of four drawings, including eight target items and two distractors. The narrative is a quest during which the main character meets new protagonists. The results show that 1) the French and Chinese NS use different word order, respectively NP-V and V-NP, but all mostly with explicit spatial stage topic; 2) Low level learners almost never vary from the canonical word order and mostly rely on implicit chronological stage topic; 3) intermediate learners are not significantly different from the low level group, even if they show more syntactic diversity; 4) advanced learners show no difference with Chinese NS regarding topic selection and word order. In this respect, the two hypotheses are validated. However, the difference with the Chinese NS concerning the verb shows that advanced learners still have difficulties with the locative-inversion construction and therefore use the existential verb yǒu ‘there be’ which is less central in the inaccusative hierarchy (Sorace 1995).

References: Erteschik-Shir, N. (1997) The dynamics of focus structure. Cambridge: Cambridge University Press. Hendriks, H. (1998). Reference to person and space in narrative discourse: a comparison of adult second language and child first language acquisition. SILTA 1, 67–87. Oshita, H. (2001). The unaccusative trap in second language acquisition. SSLA 23(2), 279- 304. Pienemann, M. et al. (2005). Extending processability theory. In M. Pienemann (ed.), Cross-linguistic aspects of processability theory, 199-251. Amsterdam: John Benjamins. Sorace, A. (1995). Contraintes sémantiques sur la syntaxe : l’acquisition de l’inaccusativité en italien L2, AILE 5, 79-113. Yuan, B.P. (1999). Acquiring the unaccusative/unergative distinction in a second language: evidence from English-speaking learners of L2 Chinese. Linguistics 37(2), 275-296. Zhang, B.J. (2009). Cóng shī-shòu guānxi dào jùshì yǔyì [From Agent-Patient relation to sentence semantics]. Shanghai: Xuelin Press. Shanghai Normal University Non-native-like strategies in Korean speakers’ L2 Mandarin pronoun resolution an eye- tracking Study

Hui Chang, Min Xie, Yuxia Wang and Lina Zheng Shanghai Jiao Tong University

Pronoun resolution has always been a research focus in L2 processing. Previous research assumed that the difficulty in L2 pronoun resolution could be associated with learners’ failure to integrate syntax and other information sources in language processing (Interface Hypothesis: Sorace & Filiaci, 2006; Sorace, 2012). This study aims to investigate the extent to which L2 learners use verb-mediated information and proposition meaning during real time Mandarin intra-sentential pronoun resolution by two experiments. Experiment 1 manipulates verb-mediated re-mention bias with non-biased verbs and verbs implicitly embodying a subject preference or an object preference. Experiment 2 employs proposition meaning to override the verb-mediated bias.

Fifty-six Korean speakers who have learned Mandarin as adults (intermediate group, n=29; advanced group, n=27) and thirty-one native Mandarin speakers participated in the eye- tracking study. Their eye movements were recorded while these three groups of participants read temporal bi-clausal sentences (deshihou, when), each consisting of an overt pronoun in the subject position of the main clause. Participants were also required to do a forced choice task to identify the antecedent of the pronoun. Results from Experiment 1 revealed that unlike native counterparts, L2 Mandarin learners were not sensitive to the verb mediated re-mention bias but behaved differently with different proficiency levels. With regard to the intermediate group, subject effect dominated all conditions. The advanced group showed optionality in the object bias condition. Experiment 2 indicated that advanced learners noticed the proposition mediated bias but in a later stage, if compared to native speakers. In addition, the intermediate group showed optionality in a subject preference proposition with an object bias verb. Our data validated the Interface Hypothesis (Sorace, 2012), since these advanced Korean learners of Mandarin used non- native-like processing strategies in pronoun resolution and behaved qualitatively different from the native Mandarin speakers.

References: Sorace, A., & Filiaci, F. (2006). Anaphora resolution in near-native speakers of Italian. Second Language Research, 22(3), 339-368. Sorace, A. (2012). Pinning down the concept of interface in bilingual development: A reply to peer commentaries. Linguistic Approaches to Bilingualism, 2(2), 209-217.

Second language learners’ selective integration of linguistic knowledge—the Mandarin ‘ba’() construction

Yutzu Chang & Nan Jiang Georgetown University, University of Maryland

The high frequency ‘Ba’() construction in Mandarin is considered a difficult grammar to L2 Mandarin language learners. Previous studies show that L2 learners’ difficulty with the structure lies in whether a certain type of verb can be used (Huang and Yang, 2004; Huang et al., 2007). The ‘Ba’ construction does not accept two types of verbs (i.e., psychological verbs and bare verbs) (Huang et al., 2009). Furthermore, the ‘Ba’ construction also requires the post-ba NP to be directly affected by an action (Zhang, 2001). Thus, this study examined the automaticity of first and second language learners’ performance in processing these restrictions in the ‘Ba’ construction. This study explained the selective integration of Mandarin learners’ acquisition in this structure. Then, this study asked 20 Mandarin native speakers and 20 English native speakers of advanced proficiency in Chinese to listen to grammatical and ungrammatical sentences that contained errors involving psychological verbs and bare verbs. This study determined participants’ automatic competence by observing whether the reaction time for ungrammatical sentences is slower than grammatical sentences by comparing the reaction time with a Paired T-test. The results showed that native speakers were sensitive to errors involving both types of verbs, but nonnative speakers were only sensitive to the use of psychological verbs. That is, nonnative participants’ knowledge about not using psychological verbs is integrated, in that it is readily available in language processing, but their knowledge about not using verbs without complement is not. This study discussed this selectivity with Perceptual Salience (Dekeyser, 2005), Frequency (Ellis, 2002, 2003; Hansen& Chen, 2001), Markedness (Gass, 1979; Eckman, Moravcsik, & Wirth, 1989), and Processing Perspective (Jiang 2011).

References: DeKeyser, R. M. (2005). What makes learning second-language grammar difficult? A review of issues. Language learning, 55(S1), 1-25. Gillon-Dowens, M., Guo, T., Guo, J., Barber, H., & Carreiras, M. (2011). Gender and Number Processing in Chinese Learners of Spanish-Evidence from Event Related Potentials. Neuropsychologia, 49, 1651-1659. Huang Y and Yang S (2004) L2 acquisition study of Chinese ba-structure (in Chinese). Shijie Hanyu Jiaoxue [World Chinese Teaching] 1: 49–59. Huang, C.-T. J., Li, Y. A., & Li, Y. (2009). The syntax of Chinese. Cambridge: Cambridge University Press. Jiang, N. (2007). Selective Integration of Linguistic Knowledge in Adult Second Language Learning. Language Learning, 57, 1-33. Jiang, N., Novokshanova, E., Masuda, K., & Wang, X. (2011). Morphological Congruency and the Acquisition of L2 Morphemes. Language Learning, 61, 940-967. Jiang, N. (2012). Conducting Reaction Time Research in Second Language Studies. New York: Routledge. Zhang, Wangxi. 2001. The displacement of the ba -sentences. Yuyan jiaoxue yu yanjiu 3: 1– 10. Zhao, Y. (2011). A tree in the wood: A review of research on L2 Chinese acquisition. Second Language Research, 27(4), 559-572 Transnational children’s Chinese biliteracy acquisition and translanguaging

Chen-Cheng Chun Graduate Institute of Teaching Chinese as a Second/ Foreign Language, National Kaohsiung Normal University

Bilingual children perform their translanguaging understanding in the daily bioracy and biliteracy acquisition. In the CMI (Chinese as a medium of instruction) language context, the latter can be critically interdependent with children’s academic achievement, confidence, interpersonal relationship, and identity. Based on my longitudinal research observations, transnational children, who had studied in either foreign countries or different educational system for years and then transferred to the elementary and junior high schools in Taiwan, may take only one or two years to develop their Chinese oracy in speaking and listening; however, Chinese literacy needs two to four years or even longer to acquire so that they are able to survive in Chinese academic discourse in Taiwan. In this study, I define Chinese biliteracy as a biliterate multimodal performance in the pedagogical context of “Chinese + X Language”. Some may refer to Chinese as a Ln literacy acquisition in the similar Chinese context. The focus of this study is to uncover the Chinese biliteracy acquisition and translanguaging phenomena of transnational children.

This is a longitudinal study in progress combined with several funding sources since August, 2017. Narratives and multi-sited ethnography are both applied into data collection and analysis. Hundreds of case schools and transnational children in Kaohsiung who are transferred from different foreign educational contexts are included. In this presentation, my report will focus on 7 transnational children’s Chinese biliteracy acquisition in 6 schools, who are studying in the Chinese bilingual pull-out classrooms for 5 lessons per week. Key inquiries of how are we, as a linguist, applying bilingual theories into contexts of “Chinese as a Ln + X language” that can help transnational children face their biliterate acquisition challenges and what translanguaging perspective may benefit us to think further for the current Chinese biliterate acquisition norms on bilingual learners, including transnational children, will be discussed in the end of presentation.

Variation in the use of the Chinese ba construction by native and non-native speakers of Mandarin

Xiaoping Gao University of Wollongong

This study investigates whether English and Korean native-speaking learners of L2 Chinese process the ba construction (SbaOV), a Chinese non-canonical word order, in the same way as Mandarin native speakers do. English and Chinese follow the same canonical word order, SVO, whereas Korean follows a canonical word order, SOV, similar to the Chinese ba construction. Thus, it is hypothesized that Korean learners outperform their English counterparts when using the ba construction. A total of 45 English native-speaking learners, 45 Korean native-speaking learners, and 20 Mandarin native speakers of Mandarin completed a semi-structured interview and stimulated recall interview in a one-on-one setting, respectively. Results reveal a superior performance of the native Mandarin group over the non-native groups but a non-significant difference between the Korean and English learners in the diversity, frequency, and accuracy of their use of the ba construction. The findings are discussed from the perspectives of the linguistic difficulty of the target feature, L1 transfer, the Competition Model and the impact of teaching (e.g., the presentation order and learning approaches).

Transfer at the initial stages of L3 Mandarin: the acquisition of temporal-aspectual sentence final particles by English-Cantonese bilinguals

Yanyu Guo & Boping Yuan University of Cambridge

This paper reports on an empirical study examining the transfer source in third language (L3) acquisition at the initial stages. Formal linguistic research on L3 acquisition has proposed several models on the transfer source selection (L1, L2, or both) at initial stages. The L1 Factor Hypothesis (Hermas, 2010; Jin, 2009; Leung, 2005; Na Ranong & Leung, 2009) proposes that L1 is privileged and most decisive and transfer always comes from L1. On the other hand, the Typological Primacy Model (TPM; Rothman, 2010, 2011, 2015) and the Linguistic Proximity Model (LPM; Westergaard et al., 2016) focus on the typological/structural similarity between the L1/L2 and the target L3. To test the predictions above, we examine the acquisition of three Mandarin temporal-aspectual sentence-final particles (SFPs) by L1 English-L2 Mandarin (E-M) and L1 English-L2 Cantonese-L3 Mandarin (E-C-M) learners.

Both Mandarin and Cantonese are SFP languages, using SFPs to denote temporal-aspectual meanings or to express the speaker’s attitudes. Three SFPs, le (currently relevant state), laizhe (recent past) and ne (noteworthy progressiveness) are grouped together due to their temporal-aspectual elements (Zhu, 1982) and syntactic properties (Paul, 2017). The three SFPs differ from each other in terms of word frequency. Both le and laizhe have equivalent SPFs in Cantonese. However, English has no SFPs and always employs tense/aspect markers to express those meanings. In terms of structural similarity in this case, Cantonese obviously is both typologically and structurally closer to Mandarin, compared to English, and thus is predicted to be the source of transfer in our L3 study on the basis of the TPM and the LPM.

Eighty-one participants (28 Mandarin native speakers; 23 E-M beginners and 30 E-C-M beginners) took part in the study, which employed a sentence-picture matching task to elicit interpretation of the three SFPs. The results show that The L3 beginners are significantly more accurate in interpreting le than the L2 learners, which suggests that the knowledge of the relevant Cantonese SFPs are transferred into the L3 initial stage and plays a facilitative role. Our findings reject the prediction of the L1 Factor Hypothesis that transfer is always from the L1 and support the predictions of the LPM and the TPM. In terms of the acquisition of ne, the L2 beginners seemed to outperform their L3 counterpart, which implies that structural similarities between Cantonese and Mandarin (i.e. the use of SFP) do not always facilitate the L3 acquisition course. Moreover, an asymmetry is found in the acquisition results of le and laizhe, both of which have corresponding SFPs in Cantonese. The SFP laizhe constitutes a major learning difficulty for both L2 and L3 learners. We argue that this is due to the low frequency of laizhe. Even though there is an equivalent SFP of laizhe in Cantonese, the learner could not match the two forms based on very limited input. In addition, the mapping between Cantonese and Mandarin is not transparent. The syllabic difference between laizhe and lei, and the semantic meaning of the morpheme zhe interfere with the detection of the corresponding form in Cantonese.

&

() , ,(preferred viewing location,PVL) , ? , ,

:(1), ,,; (2)

References: (2011) , 8 (2012) :, 7 Rayner, K. (1979). Eye guidance in reading: Fixation locations in words. Perception, 8, 21 - 30. O’Regan, J. K., & Jacobs, A. M. (1992). The optimal viewing position effect in word recognition: A challenge to current theory. Journal of Experimental Psychology: Human Perception and Performance, 18, 185 - 197. Yan, M., Kliegl, R., Richter, E., Nuthmann, A., & Shu, H. (2010). Flexible saccade target selection in Chinese reading. Quarterly Journal of Experimental Psychology, 63, 705- 725. Yang, H.-M., & McConkie, G. W. (1999). Reading Chinese: Some basic eye-movement characteristics. In J. Wang, A. W. Inhoff, & H.~C. Chen (Eds.), Reading Chinese script: Acognitive analysis (pp. 207-222). Mahwah, NJ: Erlbaum Associates.

The acquisition of the scope of negation in L2 Chinese: an interface approach

Muxuan He Shanghai Jiao Tong University

Recently, the study of scope has been extended to second language acquisition research especially with a purpose of testing the Interface Hypothesis (IH) (Sorace & Filiaci, 2006; Sorace, 2011). In Mandarin Chinese, the negator bu features dynamic placement that results in different scope readings corresponding to scope relationships, for example, zhexie pingguo bu hen xinxian (These apples are not very fresh) and zhexie pingguo hen bu xinxian (These apples are very stale). This phenomenon at the syntax-semantics interface, therefore, offers a sound testing ground for the IH, which proposes that the syntax-semantics interface as one of the internal interfaces should be unproblematic for the advanced L2 learners.

A sentence-making task was adopted in the present study, which consisted of 30 target sentences and 20 fillers. Ten sentences aimed to investigate the interaction between bu and adjuncts, another ten sentences aimed to investigate the interaction between bu and modal verbs, and the last ten sentences aimed to investigate the interaction between bu and verbal compounds. Three groups of participants were involved, a group of Korean-speaking intermediate Chinese learners (n=32), a group of Korean-speaking advanced Chinese learners (n=30) and a group of Chinese native speakers (n=32). The participants were required to write down as many correct sentences as possible with randomly sequenced constituents. Results of univariate ANOVA showed that group was a significant factor (F= 20.624, p<0.01). Post-hoc Bonferroni tests further revealed that the intermediate group was significantly different from the control group (p<0.01) while the advanced group was not (p=1.00), which supported the IH.

Apart from serving as the testing ground of the IH, this phenomenon might also shed some light on the discussion on UG accessibility because Chinese-Korean forms a superset-subset relationship on the scope of negation. Results showed that when the constituent variables were modal verbs and verbal compounds, intermediate learners accepted L1 scope relationship and advanced learners accepted both L1 and L2 scope relationships; when the constituent variable was adverbs, the advanced group, however, failed to accept L2 scope relationship. The inconsistency indicates that in terms of the phenomenon under investigation, the hypothesis of full access to UG in second language learning might not be supported, although a follow-up comprehension study is needed to explore the “black box” of second language learners about what a production task falls short by its nature.

References: Dekydtspotter, L., Sprouse, R., Anderson, B., 1997. The interpretive interface in L2 acquisition: the process-result distinction in English-French interlanguage grammars. Language Acquisition 6, 297–332. Öner Özçelik. 2017. Interface hypothesis and the l2 acquisition of quantificational scope at the syntax-semantics-pragmatics interface. Language Acquisition, 25(2), 213-223. Sorace, A., Filiaci, F. 2006. Anaphora resolution in near-native speakers of Italian. Second Language Research 22, 339–368. Sorace, A. (2011). Pinning down the concept of “interface” in bilingualism. Linguistic Approaches to Bilingualism, 1(1), 1-33.

Xiaoling He Nanyang Technological University

Incidental vocabulary learning glossing

28 13 15 e-dictionaryChrome (Chrome popup dictionary)

Xiangqing Hu, Chee Lay Tan, Wai-Ip Joseph Lam, Shek Kam Tse, Kwee Hua Lim, Grace Haoning Mah & Xinruo Zhu Nanyang Technological University; Nanyang Technological University; The University of Hong Kong; The University of Hong Kong; Nanyang Technological University; Macquarie University Hwa Chong International School

,,, , ,, ,, ,, ,, , 79 12, ,, , ,,

,7912,30%5% 17%712,7 9 912,91279 ,β-0.26-0.110.35,7 912 , ,,7,9,12 ,, , , ,,

, ,,,,

Xiangqing Hu Nanyang Technological University

(Progress in International Reading Literacy Study, PIRLS) , , ,7 912 :(1),(2), (3),, ,(4) SPSS (:,:, :,:) (LRA)(SNA) ,

,, 22%, 3% ,7912 ,79,,912, 9 12 ,7 9 ,,12, , ,, , 10%90%,26%64%, , ,

,

References: Ina V.S. Mullis and Michal O. Martin (2015, 2017). PIRLS 2016 Assessment Framework, 2nd Edition. TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College and IEA.

Wanying Hu Peking University

, , ,,, ,, , , ,() ,,, ,

,:, (1) ? (2)? , ? (3),? ??

,30, 20 ,, , ;; ; : ,; , ;,, ,, ,

Uniqueness of Chinese character learning: A study of the writing errors and learning strategies of CFL learners

Isaac Iu The University of Auckland

Written Chinese is made up of logographic symbols, as known as characters. These characters are diverse from the letters in the Roman alphabetic writing system in terms of visual presentation and function. In this light, great challenges have been caused for Chinese as foreign language (CFL) learners.by these unique features. This research aims to investigate the common mistakes in Chinese-character writing among CFL learners and to examine the relationship between learning strategies and writing errors of Chinese characters. The research method of this study is two-fold. First, it employed an error analysis of a corpus which consist of 176 Chinese essay-writing written by CFL learners from the beginning Chinese classes in the University. Second, a small group of CFL learners participated in a panel study which employed instruments including a character writing task and qualitative interview with both semi-structured and open-ended questions. The error analysis revealed that among these mistakes made by students in Chinese writing, the amount of mistakes in stroke is similar to the amount of mistakes in component. It is remarkable that the types of mistake in Chinese-character writing is closely related to the formation of character. In addition, the qualitative analysis showed that students’ learning strategies in learning Chinese characters could significantly impact their performance in Chinese-character writing. At the end of this paper, pedagogical implications of the findings will be made to enhance students’ learning of Chinese characters.

The expression of caused motion events by English learners of Chinese

Yinglin Ji Research Center for Language and Cognition, Shenzhen University

This study focuses on the expression of motion events (caused motion in particular) in L2 vs. L1 learners. Three groups of English learners of Chinese (low, intermediate, advanced), as well as two groups of monolingual speakers of English and Chinese were invited to view and orally describe 32 short video clips showing caused motion events (e.g. The boy is pulling a treasure bag up the pyramid). The elicited utterances were analyzed in three aspects: a. information density (i.e. how many types of motion components were expressed), b. information loci (i.e. where is a given motion component expressed in an utterance) and c. syntactic structure (i.e. how motion components are syntactically packaged across an utterance).

The results show firstly that the Chinese L2 learners were not trapped in their source pattern when encoding a set of particularly dense semantic information (Cause, Path and varied types of Manner), even if they had not yet entirely acquired the target system. They had arrived at an inter–language, showing considerable resemblance to the target system rather than traces of the L1 influence. Further, no developmental tendency was observed at the initial and intermediate stages of acquisition; changes occurred only when L2 learners progressed to an advanced level, suggesting that, unlike lexicalization of motion components, syntactic strategies of packaging information are more complex and need to be adapted to over a longer period of time. Overall, the study demonstrates that contrary to the linguistic relativity hypothesis, the conceptualization pattern of motion events is not entirely resistant to reconfiguration in online verbal tasks, thus shedding some fresh light on the relationship between language and thought in general. Nominal-level word order variations at the interfaces: a study of adult second language acquisition of Chinese

Jing Jin & Sihui Ke The Education University of Hong Kong; University of Kentucky

It is commonly held that the language faculty consists of modules like syntax, semantics, morphology, etc., and that the interactions between linguistic modules as well as those between linguistic modules and language-external factors (e.g. discourse, cognitive domain) – referred to as ‘interfaces’ in the literature – are grammatically regulated (Lambrecht 1994; Choi 1996; Chomsky 2001; Jackendoff 2002, 2007; Reinhart 2006; Ramchand and Reiss 2007). Such a modular view of language has brought about non-trivial implications to second language acquisition research since the late 2000s, with a famous hypothesis proposed being the Interface Hypothesis. This hypothesis subcategories the interface into the internal interface, which pertains to mappings between linguistic modules (e.g. syntax-semantics), and the external interface, which connects linguistic modules with language-external domains (e.g. syntax-discourse). The core assumption is that while it is possible for advanced adult second language (L2) learners to acquire internal interface knowledge to a native-like level, external interface knowledge is more prone to non-native optionality (Sorace and Filiaci 2006; Tsimpli and Sorace 2006; Slabakova 2008; Sorace and Serratrice 2009; White 2009).

In spite of a fruitful body of research generated by the Interface Hypothesis, prior studies mainly focused on clausal-level phenomena in Indo-European L2s (except for, to the best of our knowledge, Yuan’s (2013) research on L2 Chinese and Laleko and Polinsky’s (2016) study on L2 Japanese and Korean). Also, the empirical results to date have still been highly mixed (Hopp 2007; Slabakova and Ivanov 2011; Ivanov 2012; Donaldson 2012; Leal 2016). The present study is aimed to advance the discussion in this area, and re-examine the Interface Hypothesis via investigating the adult L2 acquisition of the word order variation of numeral classifier indefinites at the syntax-semantics and syntax-discourse interfaces in L2 Chinese via rigorous research paradigms involving the online task. Specifically, the study addresses the following two research questions (RQs): (1) Can advanced adult L2 Chinese learners acquire the nominal-level syntax- semantics and syntax-discourse interface knowledge about the word order variation to a native- like level? (2) Does L2 Chinese proficiency affect adult L2 Chinese learners’ acquisition of the target alternation at the syntax-semantics and syntax-discourse interfaces?

To answer the above RQs, a computerized acceptability judgment task (AJT) was administered to collect data in accuracy and reaction times. The participants of the study were 41 adult native Korean learners of Chinese (who were further divided into an advanced group of 18 and an intermediate group of 23) and 15 adult native speakers of Chinese. 120 stimuli were presented in the audio-visual form on a stand-alone computer program designed for the study, and the AJT was administered to each participant one by one to record their responses and reaction times (recorded as the latency between the offset of the expression and onset of key pressing in milliseconds). The findings suggested that the simple internal versus external interface dichotomy may not suffice to account for the acquisition difficulty and processing costs of different linguistic properties in L2 acquisition. Finally, the study pointed out several promising directions for further research concerning L2 acquisition at the interfaces. The effect of L1 and L2 motion expressions on the learning of Chinese as L3: evidence from an eye-tracking study

Shuo Kang University of Calgary

According to the typological proximity model (Rothman, 2015), the learning of third language (L3) can be beneficial from the typologically similar language which has been acquired earlier (e.g., L3 Chinese learners whose L1 or L2 belongs to the Sino-Tibetan language family have more advantages over other learners). From a perspective of cognitive semantics, however, the conception of linguistic typology should focus more on the underlying meaning systems instead of being limited to grammatical structures. As such, Talmy (2000) proposed the satellite-framed and verb-framed languages that express different movement events within motion verbs. For example, English as a satellite-framed language expresses the motion and manner of an event: He staggers out of the room, while the verb- framed language (French) expresses the motion and path of an event: Il quitte la chambre en titubant (He leaves the room “staggerly”). Thus, it is rational to hypothesize that L3 learners who already have some knowledge of both satellite- framed and verb-framed languages are more likely to transfer their previous experience to their L3 acquisition. Mandarin Chinese happens to reflect the characteristics of both satellite-framed and verb-framed languages (e.g., = ,). As such, this study attempts to address the following questions: 1). Compared to L2 Chinese learners, do L3 Chinese learners who know both English and French process the Chinese motion verbs more easily? 2). Do these learners memorize motion expressions at a deeper level? This study used eye- tracking as it can “link between eye-movement patterns and the activation of lexical representations and their semantics” (Conklin et al., 2018, p. 113). 40 participants were recruited in the study (half of them speak English and French as their L1 and L2). 30 groups of pictures reflecting the movement events were used as target stimuli in this task. Each group included one target picture (e.g., ), combined with 2 semantical competitors (e.g., + ). An additional unrelated picture served as the distractor (e.g., ). During the task, the target pictures which imply either satellite- framed or verb-framed features of motion expressions were presented together with other three pictures on a screen. After one second, the audio stimulus (one Chinese sentence) was displayed through headphones. All the Chinese motion verbs embedded in audio stimuli had been learned by participants. After hearing the stimulus, participants selected the target picture by pressing the button box. The results showed that: 1). the response times of learners who know English and French are shorter; 2). they spend less time fixating on two competitors; and 3). they are less likely to look at unrelated pictures. These results verified the aforementioned research questions, indicating that L3 learners who already acquire the satellite-framed and verb-framed languages can gain a better understanding of their L3 motional expressions, although their earlier acquired L1 and L2 are typologically distinct from their L3 (in this case, Chinese).

References: Conklin, K., Pellicer-Sánchez, A., & Carrol, G. (2018). Eye-tracking: A guide for applied linguistics research. Cambridge University Press. Rothman, J. (2015). Linguistic and cognitive motivations for the Typological Primacy Model (TPM) of third language (L3) transfer: Timing of acquisition and proficiency considered. Bilingualism: language and cognition, 18(2), 179-190. Talmy, L. (2000). Toward a cognitive semantics (Vol. 2). Cambridge, Mass.: MIT press. ——

& ,

,“” ,——13 613,385, ,SPSS AMOS ,, ,,

Tianshan Li Shanghai Jiao Tong University

,, ,“HSK ”, , ,() ,

: python 3.5, ,,, ,“”“”“”“”“”“”“”, , () ,

,(1),(“” “”),(“”“”“”“”“”) ,(2)“”“”( ) ,,, ,; (“”“”“”“”“”)(3) “”“”“”“”“”, , “”“” ;(4), “”“”“”“”, “”“” ;“”“”“ ” ,“”“”“” ;(5), , ,“” ;“”,“”,“” ,“ ”, “”, “”“” ,“”“”“”

Examining the efficacy of Chinese as a second/foreign language programs in Australian universities

Yan Liang, Helena Sit & Shen Chen The University of Newcastle

Mandarin Chinese has been identified as a must-have language for learners from kindergarten to university within and beyond the Asia-Pacific region. The Australian language policy is promoting an urgent need for Australian schools to boost the number of students learning Chinese, especially those who are non-Chinese background learners. However, Teaching Chinese as a second/foreign language (CSL/CFL) at Australian universities is currently facing a great challenge as a result of rising enrolment of Chinese heritage speakers compared to the number of local English native speaking students. These two cohorts of learners are not only distinguishable from their language and cultural backgrounds, but also exhibit collective differences in their learning motivations, needs and goals. This has also caused an urgent demand of innovating existing Chinese language programs in Australian universities to better satisfy the various needs of both Chinese background and non-Chinese background learners. Particularly, there is a concern on how to encourage and maintain non- Chinese background students’ interests to further their Chinese language studies. This paper attempts to address this issue by exploring why there is a declining motivation but an increase in need in Chinese language within Australian educational context. Mixed research methods are employed to examine the current situation of Chinese language education at Australian tertiary level. The research concludes suggestions and ways of improving the existing Chinese language programs in Australian universities, thereby maintaining and increasing the enrolment of non-Chinese background students, particularly local English native speaking students. Phonological similarity and orthographic effects on acquisition of Chinese characters

I-Chun Liu National Tsing Hua University

Chinese characters used to be the major written medium in Vietnam long before 20th century. Till today, even though Latin alphabetic writing system becomes the only scripts in Vietnam, there are still a great number of words, called Sino- Vietnamese Vocabulary, kept the similar pronunciation as Chinese. Therefore, this study examined the association between effects of phonological similarity on awareness of orthography between learners’ acquisition of Chinese characters. The theoretical framework primarily employed Bandura’s (1986) social cognitive theory regarding the influence of experiences on individual motivational and cognitive processes. The participants for this study involved 10 students who learned Chinese as a second language while working on their academic majors in some universities in Taiwan. To explore their experiences in acquiring Chinese characters, the researcher spent one academic year regularly visiting the participants to conduct interviews in person and also collected related artifacts. The results showed that participants could easily retain the form of radicals due to sound similarity and had greatly relied on radicals that could direct them to orthographies and meanings. The results had implications for using radicals to enhance the understanding of the orthographicsemantic process in Chinese characters.

A processing problem or a representational problem? L2 acquisition of syntax- semantics interface in the Chinese ba construction by English-speaking learners

Tongkun Liu University of Cambridge

Second language (L2) learners’ grammars seem always more or less divergent from the natives’ grammar of the same language, even when L2 learners have reached a very advanced proficiency level. Interface Hypothesis (Sorace & Filiaci, 2006; Sorace, 2011) addresses the reason for this phenomenon by arguing that the divergent part of L2 grammars from the native grammar is interfaces where syntax and other cognitive domains (e.g. semantics) interact, and it is interface that can be permanently vulnerable in L2 grammars.

The Mandarin Chinese ba construction is an ideal test ground for this hypothesis. In the ba construction [FinP NP1 [Fin’ Fin [vP [v’ BA [VP NP2 [V’ V XP]]]]]], ba is a phonetically realised little v (Huang, 2007). For the verb, which is syntactically C- commanded by ba, it always has [affected, resultative] semantic properties at the same time (Huang et al, 2009; Sun, 2015), otherwise the ba construction will be unacceptable. e.g.: A. Zhangsan ba Lisi da-si-le. (Zhangsan BA Lisi beat-kill-LE) [+affected, +resultative] B. ?Zhangsan ba Lisi da-rao-le. (Zhangsan BA Lisi beat-disturb-LE) [+affected, - resultative] C. ?Zhangsan ba Lisi kan-jian-le. (Zhangsan BA Lisi watch-see-LE) [-affected, +resultative] D. ??Zhangsan ba Lisi mo-fang-le. (Zhangsan BA Lisi model-imitate-LE) [-affected, - resultative]

However, if there is no ba in the numeration, then the verb will not be C-commanded by ba but raises to v in the above syntax structure, the structure will be realised as a corresponding canonical subject-verb-object Chinese sentence (e.g. Zhangsan mo-fang-le Lisi), in which there is no [affected, resultative] restrictions on the verb at all. This means that the semantic restrictions on the verb only exist when v is filled by ba and the verb is directly C- commanded by ba, hence a syntax-semantics interface at the verb in the ba construction.

This article reports an experimental study on whether English-speaking learners have such syntax-semantics knowledge in their L2 Chinese grammars, and if they are sensitive to the semantic restrictions on the verb in the ba construction in on-line sentence processing. An acceptability judgement task (AJT) and a self-paced reading (SPR) task were adopted with stimuli of ba sentences such as the above and their corresponding canonical sentences (e.g. Zhangsan mo-fang-le Lisi) as controls. In the SPR task, following up clause were added to the ba construction to capture possible spill-over effects. Comprehension questions were also used after each stimulus to make sure participants paid attention to the stimuli. Twenty-four Chinese native speakers and 83 English-speaking learners from intermediate to very advanced levels participated the experiments. The experiments find that only very advanced learners behaved native-like in the AJT, while advanced and high-intermediate groups showed great optionality in their judgement; intermediate group only had the syntactic knowledge of the ba construction but no semantic knowledge on the semantic restrictions. Although very advanced learners behaved native-like in the AJT, they, like other groups, failed to be congruent with the natives’ processing patterns of the ba construction in the on- line processing SPR task. The results suggest that internal interface properties are hard to acquire by L2 learners but not impossible, and the vulnerability at interfaces seem to be a processing problem rather than a representational problem in L2 grammars.

Referenes: Sorace, A. & Filiaci, F. 2006. Anaphora resolution in near-native speakers of Italian. Second Language Research 22: 339-368. Sorace, A. 2011. Pinning down the concept of “interface” in bilingualism. Linguistic Approaches to Bilingualism 1: 1-33. Huang, C.-T. J. 2007. Thematic structures of verbs in Chinese and their syntactic projections. Linguistic Science 6: 3-21. Huang, C.-T. J., Li, Y.-H. A. & Li, Y. 2009. The syntax of Chinese. Cambridge: Cambridge University Press. Sun, C. 2015. The grammaticalization of the BA construction: cause and effect in a case of specialization. In Wang, W. S-Y. and Sun, C. (eds.) The Oxford handbook of Chinese linguistics. Oxford: Oxford University Press, 430-446.

The effects of input mode on the implicit learning of shape-based semantic distinctions of Chinese classifiers

Yang Liu Beijing Institute of Technology

Implicit learning, defined as “learning without intention, and without awareness of what you have learned” (Williams, 2009: 320), is considered as the default learning mechanism of both first and second language acquisition (Long 2015). Recent years has seen a growing interest in exploring the possibility of implicit learning, with various targets covered, including form- meaning mappings (e.g. Williams 2005; Leung & Williams 2011, 2012, 2014; Paciorek & Williams 2015a, 2015b), word order patterns (e.g. Rebuschat & Williams 2009, 2012) and prosodic regularities (e.g. Jiang et al. 2012; Graham & Williams 2018). However, there have been relatively few studies discussing the role of different contributing factors, such as the input mode, in implicit learning conditions. The present study adopts a semi-artificial language learning system based on semantic distinctions elicited from Chinese classifiers on shape, specifically “long and narrow” vs. “flat and thin”, and investigates whether the input mode, which accords with the perceptual and interactive nature of the target semantic feature, can facilitate the implicit learning process.

Two experiments using a reaction time methodology were designed to test the effect of input mode on implicit learning by adult learners. Experiment 1 and 2 combined the priming task of implicit learning with the word-picture matching task which activated visual perception of shape features during the learning process, and the semantic judgment task which did not activate visual perception, respectively. Verbal report and post-experiment think aloud were used to identify aware participants. It was found that the 33 participants of Experiment 1 could acquire the shape-based semantic distinctions implicitly, while the 32 participants of Experiment 2 could not acquire the same target implicitly. The results indicated that the input mode of visual perception was effective in facilitating implicit learning of the shape-based semantic distinctions of Chinese classifiers, and suggested that input mode should be taken into consideration as an important contributing factor in exploring the possibility of implicit learning.

Language mode and cross-linguistic influence: subject realization in advanced Chinese- English late bilinguals

Ying Liu, Ruying Qi & Bruno Di Biase Western Sydney University; Xiamen University

In his Multicompetence model (Cook, 2003) regards the bilingual’s two languages as existing in a dynamic interaction process rather than a fixed state. Interaction is said to be stronger when bilinguals produce language in a bilingual mode, i.e., both languages are highly activated, than in a monolingual mode, i.e., when only one language is predominately activated (Grosjean, 2001). The current study investigates whether subject realisation in bilinguals’ L1 exhibits different degrees of L2 influence depending on language mode. Chinese and English are typologically contrastive in subject realisation: Chinese allows both overt and null subject whereas in English subjects are obligatorily expressed (Huang, 1984). It is then hypothesized that a lower rate of null subjects is realised when bilinguals produce Chinese L1 utterances within a bilingual mode condition compared to when they produce them within a monolingual condition. To test this hypothesis, L1 Chinese advanced users of English L2 (n=16) were recruited to undertake online speech production in both Monolingual-Mode (MM) and Bilingual- Mode (BM) conditions. The rate of null subjects produced in each condition (MM and BM) is compared within-subjects and across all informants to measure the impact of language mode on L1 performance, if any. Preliminary analysis based on the data currently available shows the rate of null subjects produced by the informants in the BM condition (26.55%) is 6.5% lower compared to that of the MM condition (33.05%). Such findings lend initial support to the hypothesis. It is expected that inferential statistical analysis of all data (part of which is still to be collected and processed) will generate more robust findings to cast a clearer light on the hypothesis.

References: Cook, V. (2003). Effects of the second language on the first (Vol. 3): Multilingual matters. Grosjean, F. (2001). The bilingual’s language modes. One mind, two languages: Bilingual language processing, 122. Huang, C. T. J. (1984). On the distribution and reference of empty pronouns. Linguistic inquiry, 531-574.

A corpus-based study of Mandarin/Cantonese-English bilingual children’s acquisition of definiteness

Yi-An Lin National Taipei University of Business

According to Cheng and Sybesma (1999, 2005, 2012) and Sio (2006), the parametric variation of the [definite] feature specification between English and Chinese nominals lies in different encoding strategies, as illustrated in (1):

(1) Sio’s (2006: 29; modified): Articled languages such as English [DP Definite [NumeralP Indefinite]] Article-less languages such as Chinese [NumeralP Indefinite [ClP Definite]]

As shown, definiteness of English nominals is encoded on the functional head Determiner (D), whereas definiteness of Chinese nominals is encoded on the functional head Classifier (Cl). In the literature of acquisition, Abu-Akel, Bailey and Thum (2004) show that at 36 month of age the majority of English children use determiners at an adult-like level, and Huang (2006) indicates that the age between three and four is a critical stage in Chinese children’s classifier development. Based on the CHCC, CUHK and Yip-Matthews bilingual corpora in the CHILDES, the present study intends to determine whether definiteness is encoded on the D head or the Cl head by Mandarin/Cantonese-English children.

References: Abu-Akel, Ahmad, Bailey, Alison L., and Thum, Yeow-Meng. 2004. Describing the acquisition of determiners in English: A growth modeling approach. Journal of Psycholinguistic Research 33: 407-424. Cheng, Lisa Lai-Shen, and Sybesma, Rint. 1999. Bare and not-so-bare nouns and the structure of NP. Linguistic Inquiry 30: 509–542. Cheng, Lisa Lai-Shen, and Sybesma, Rint. 2005. Classifiers in four varieties of Chinese. In The Oxford Handbook of Comparative Syntax, eds. Guglielmo Cinque and Richard S. Kayne, 259-292. New York: Oxford University Press. Cheng, Lisa Lai-Shen, and Sybesma, Rint. 2012. Classifiers and DP. Linguistic Inquiry 43: 634– 650. Huang, Vivian Yawei. 2006. The Use of Count and Mass Classifiers in Chinese Preschoolers. MA Thesis, National Taiwan Normal University. Sio, Joanna Ut-seong. 2006. Modification and Reference in the Chinese Nominal. Doctoral Dissertation, Leiden University.

Xiaomeng Tian Peking University

Ariel (1988,1990)“”, : , ,, , : 1. ? ? 2. ? ? 3. ?

, , 20 “”(the pear stories) ,() Givón(1983)(1987)Ariel(1988,1990), , , , 20, , 10 ,

100, 43057 SPSS20.0, : 1, ,, , , , 2, : (1) , ; (2), (3) , , : 3, , : , , (Li & Thompson, 1976)

: [1] .1987.., 5:363-378. [2] Ariel. 1988. Referring and accessibility. Journal of Linguistics, 24:65-87. [3] Ariel. 1990. Acessing Noun-Phrase Antecedents. London:Routledge. [4] Givón. 1983. Topic continuity in discourse. Amsterdam: John Benjamins. [5] Li and Thompson. 1979. Third-person pronouns and zero-anaphora in Chinese discourse. Syntax and Semantics, 12:311-335. Indefinite NPs as Subjects in L2 and L3 Mandarin Grammars —Empirical Evidence for the Source of Transfer in L3A

Jingting Xiang & Boping Yuan University of Cambridge

The study of L3 acquisition (L3A) within formal linguistics perspectives is still in its infancy as compared with the decades of development in the study of L2 acquisition (L2A). In recent years, several models in L3 morphosyntax has been proposed, and they argue for different sources of transfer in consideration of L1/L2 status, structural proximity among the triad, processing complexity, construction frequency, etc. (Alonso and Rothman, 2016). However, preliminary agreement, even on the initial stages of L3 development, is yet to be reached, probably due to a lack of data, insufficient knowledge about the participants, and limited language combinations.

In our presentation, we will report on an empirical study that examines how L1, L2 and L3 Mandarin speakers process Mandarin indefinite subjects. As is well-known, in English, both definite and indefinite NPs are perfectly acceptable in subject positions. In contrast, in Mandarin and Cantonese—two article-less languages, indefinite NPs are generally not allowed in subject or topic positions (Li and Thompson, 1989).

We investigate whether L2 and L3 speakers Mandarin process indefinite and definite subjects differently with a self-paced reading task. Our participants are: 1) 46 L1 English L2 Cantonese L3 Mandarin speakers at both low and high proficiency levels of Mandarin, 2) 23 L1 Cantonese L2 English L3 Mandarin speakers at a high proficiency level of Mandarin, 3) 48 L1 English L2 Mandarin speakers at both low and high proficiency levels of Mandarin, and 4) 23 native Mandarin speakers with little knowledge to English and no knowledge to Cantonese. Our data show that regarding the definiteness constraint on subjects, typological or does not guarantee L3 acquisition. Transfer structurally similarity to the L3 may come from a typologically less similar L2, and L2 plays a more prominent role than L1 in L3A. Cross-linguistic influence of L1 Spanish and L2 English on the learning and acquisition of Chinese resultative compounds for Mexican Adult learners L1 L2

Alexis Lozano

De Bot, 2012

Yuan & Zhao,2011 Tai, 2003

58 26 32

References: De Bot, K. (2012). Rethinking multilingual processing. Third language acquisition in adulthood, 46, 79. Yuan, B., & Zhao, Y. (2011). Asymmetric syntactic and thematic reconfigurations in English speakers’ L2 Chinese resultative compound constructions. International journal of bilingualism, 15(1), 38-55. Tai, J. H. (2003). Cognitive relativism: Resultative construction in Chinese. Language and Linguistics, 4(2), 301-316.

Early trilingual development of Mandarin, Cantonese and English: the Leo Corpus (1:06- 2;11)

Ziyin Mai & Virginia Yip The Chinese University of Hong Kong

The quantity and quality of language input has an enormous impact on language development. However, the impact of language input does not generalize evenly across linguistic domains or developmental stages (Ambridge et al, 2015). Trilingual development is an ideal testing ground to investigate the role of input in language acquisition, as the three- way split and reduced input in each language pushes the effects of input reduction, if any, to a greater extent, which presents a revealing window of possible input-induced delay or divergence from the monolingual target.

This study investigates the input-acquisition relation in early trilingual acquisition based on longitudinal speech data of Leo (1;06-2;11) and his main input providers in Hong Kong. Leo was exposed to Mandarin, Cantonese and English input from his primary caretakers. By the age of 3, his accumulated input in the three languages amounts to 56%, 25% and 19% respectively. We analyzed Leo’s vocabulary and grammatical development in the three languages through multiple measures such as moving-average type/token ratio (MATTR) and mean length of utterances (MLU), drawing on direct comparisons with matched monolingual and bilingual baselines. Supplementary standardized vocabulary tests were also conducted to assess the child’s receptive vocabulary size in the three languages. Figure 1 presents the growth of Leo’s trilingual MLU in three developmental stages.

Figure 1: Leo’s Mean Length of Utterance (MLUw) in Cantonese, Mandarin and English, divided into three developmental stages: i) a balanced one-word stage (1;06-1;09) where no statistical differences were found among the three languages; ii) a Chinese-dominant two- word stage (1;10- 2;06), where MLU in English was significantly lower than that in Cantonese and Mandarin; and iii) a balanced multi-word stage (2;07-2;11), where the English MLU caught up rapidly and became statistically indistinguishable from those of the Mandarin and Cantonese.

Our results show that despite the three-way split reduced input, trilingual development on a par with monolinguals is achievable in a number of linguistic domains across the three languages. No developmental disadvantage was found in the trilingual child’s Cantonese and English, compared with his Cantonese-English bilingual peers, across measures. In light of our findings, we discuss the theoretical implications of a one-to-one linear view and a mutual reinforcement non-linear view on input-acquisition relation in multilingual development (Gathercole 2016; Paradis & Grüter, 2014; Unsworth, 2016 among many others), and propose predictor variables for future studies based on the Leo Corpus (https://childes.talkbank.org/access/Biling/Leo.html) and other trilingual children.

Bilingual advantage on word order processing in Chinese children with ASD

Jingting Mo & Yi Esther Su Child Language Lab, School of Foreign Languages, Central South University

It has been established that bilingual-to-be infants could discriminate languages via two distinct rhythmic classes and thus could build two separate systems in their early childhood (Guasti 2016). Previous studies witnessed that, not only in lexical system but also in syntax, Xiang-dialect was differentiated from Mandarin Chinese at least in oral format (Chiang 2009; Reetzke et al. 2015). So far, Dai et al. (2017) and Reetzke et al. (2015) have reported equivalent general language abilities in bilingual-exposed children with autism spectrum disorder (ASD) via standardized scales. However, the knowledge of Subject-Verb-Object (SVO) word order in Chinese bilingual-exposed children with ASD has been rarely compared with that in monolingual peers. Using the Intermodal Preferential Looking paradigm (Swensen et al. 2007), this study attempts to examine early knowledge of SVO word order in bilingual children with ASD exposed to Mandarin Chinese and Xiang-dialect, compared with monolingual children with ASD merely exposed to Mandarin Chinese.

Thirty-eight preschool children with ASD in Hunan province of China were recruited to be categorized into 2 groups, i.e., monolingually exposed children with ASD (ME, N=20) and bilingually exposed children with ASD (BE, N=18), well-matched by age (AGE=44.70±5.69 months vs. 44.94±7.45 months), autistic behavior scores (ABC=61.35±18.63 vs. 59.33±19.23), vocabulary production size (PCDI=282.75±288.09 words vs. 194.28±202.28 words) and syntactic complexity scores (MLU=1.99±1.95 w/u vs. 1.89±1.99 w/u), all ps>.05, cohen’s ds<0.36. Children listened to simple reversible SVO sentences paired with two visual scenes, only one of which matched the test stimuli, e.g., distinguishing between ‘the bird pushing the horse’ and ‘the horse pushing the bird’.

Repeated ANOVAs (2 groups×5 verbs×2 trials) only yielded main effect of trial F(1, 12)=5.15, p=.04, η2=.30. One-tailed T-tests revealed that children with ASD in both groups exhibited their sensitivity to SVO word order, by looking longer at the matching screen during test trials than control trials (ME: Test: 55.23±14.80% vs. Control: 47.17%±11.72%, t(19)=2.53, p=.01; BE: Test: 50.25%±9.08% vs. Control: 43.08%±12.15%, t(17)=2.30, p=.02). However, two groups differed in their optimal performance shown in either the 2nd half of test trials for the ME group (Test2nd: 57.56%±15.92% vs. Control: 47.17%±11.72%, t(19)=3.11, p<.01) or the 1st half of test trials for the BE group (Test1st: 52.70%±10.80% vs. Control: 43.08%±12.15%, t(17)=3.11, p<.01). With the latency of first look, both groups looked faster to the match than to the nonmatch in test trials, especially in the BE group (TMlatency: 1.19±0.90s vs. TNMlatency: 1.52±0.83s, t(17)=1.90, p=.04). Time course confirmed that only BE group gave an immediate response with the presence of the subject NP. Correlation data revealed that monolingual-exposed children with higher severity of autism were slower to locate matching screens (r=.393, p=.04), while older bilingual-exposed children showed poor performance during the 2nd half of test trials (r=.454, p=.03).

Therefore, grammatical strength in children with ASD won’t be challenged with bilingual exposure. Both monolingual- and bilingual-exposed children with ASD succeed in associating the subject and object noun phrases in SVO sentences with the thematic agent and patient roles around 4 years old, corroborating “the universal constraint on the mapping” of word orders (Franke et al. 2013). In addition, bilingual-exposed children with ASD appear to be more efficient in online processing of SVO structures than monolingual-exposed children.

Eye-tracking as a tool for studying Chinese zero anaphora processing in American CFL learners

Run Mu Shanghai United International School

Zero Anaphora refers to an empty grammatical slot in a sentence standing for a previously mentioned referent, which plays a crucial role in promoting semantic coherence. In this paper, we report on an eye-tracking study investigating the processing of Chinese Zero Anaphora by recording several eye movement data over the reading of 4 different types of Chinese Zero Anaphora sentences, such as total fixation duration, saccade length, regression time of 22 American CFL Chinese as foreign language0learners from Reed College.

The results show first that the zero anaphora which antecedent functioning as jianyu are more difficult to process than subjects and objects, whereas antecedents functioning as topics have higher accessibility. Second, both intermediate Chinese learners and advanced Chinese learners pay more attention to the antecedents than the distractions when they read topic sentences. However, the advanced learners have higher capacity of resisting disturbance than the intermediate learners. This research broadened the Noun Phrase Accessibility Hierarchy observed by Keenan & Cormrie and found the fifth fact which would affect the accessibility of the antecedents.

Second language acquisition with no positive evidence: results from L2 acquisition of Chinese collective marker men by Thai native speakers

Woramon Prawatmuang Beijing Normal University

This study examines second language acquisition in a situation where the target language input does not provide positive evidence for learners. In particular, the study focuses on the Chinese collective marker men () as acquired by Thai native speakers. The Chinese marker men shares some commonalities with the Thai marker phuak (พวก). However, a difference between the two markers is that the Chinese men cannot be used with nouns referring to animals or indefinite nouns, while the Thai phuak can do so.

The abovementioned difference creates a challenging situation for Thai native speakers who learn Chinese as a second language. Assuming that Thai learners transfer the usage of a collective marker with animal and indefinite nouns from their native language to their L2 Chinese (Schwartz & Sprouse 1996), the learners must learn to reject the use of men with animal and indefinite nouns. This learning task, however, is complicated as Chinese sentences that learners may be exposed to do not directly provide information about a relationship between men and animal / indefinite nouns. In other words, there is lack of positive evidence in the Chinese input.

Based on previous studies, lack of positive evidence in a target language often leads to unsuccessful L2 acquisition. Specifically, when a structure is grammatical in learners’ native language but ungrammatical in a target language (hence not appearing in the input), it becomes difficult for learners to reject such an ungrammatical usage in the target language. The current study supports this finding. Results from acceptability judgment self-paced reading tasks show that Thai learners could not perform like Chinese native speakers regarding their rejection of Chinese “animal noun + men” structures. They were also unable to reject Chinese “indefinite noun + men” structures.

Nonetheless, it is not true that Thai learners would never achieve a native-like proficiency in this area. When learners’ data are analysed individually, a small number of learners were found to be able to reject the two ungrammatical usages. It is, therefore, hypothesised that these learners may have used other sources of information (other than positive evidence) to acquire knowledge about the restrictions on men, such as by noticing the lack of expected structures and forming their own hypothesis about ungrammaticality of such usages (i.e. learning from indirect negative evidence) (Yang 2015).

References: Schwartz, B. D. & Sprouse, R. A. (1996). L2 cognitive states and the Full Transfer-Full Access model. Second Language Research, 12(1), 40-72. Yang, C. (2015). Negative Knowledge from Positive Evidence. Language, 91(4), 938-953.

The role of animacy and syntactic position in the acquisition of L2 Chinese null subjects and null objects

Xinjia Qi & Guanqing He Shanghai Jiao Tong University

Some languages allow null subjects and null objects, such as Chinese, Japanese and Korean, while others do not, such as English, French. Asymmetries of null subjects and null objects have been evidenced in L2 Chinese (e.g. Jin, 1994; Polio, 1995; Chang & Zhou, 2013; Chang, 2014; Chang & Zheng, 2018) that many null subjects are used while few null objects are used in learners’ Chinese production. Besides, animacy also showed its effects in L2 Chinese production. The role of syntactic position, however, is not clear. Considering that the previous studies heavily relied on production data, the present study attempts to investigate whether the findings in previous studies are true for comprehension data.

The variables examined in this study are animacy(animate or inanimate) of the null subject or object, syntactic position (in matrix clause or subordinate clause) of the null subject or object, and animacy (animate or inanimate) of the object which follows the null subject or of the subject which precedes the null object. A total number of 32 target sentences and 112 distractors were designed. The participants were assigned with a acceptability judgement task(AJT) and were asked to rate their acceptability of the sentences from five scales. A total number of 55 Korean and Japanese Chinese learners as well as 32 native Chinese speakers participated in the study. The Chinese learners had learned Chinese for an average of 5.3 years and had all passed level four of HSK test. The learners who passed level six (the highest level) were considered as advanced learners and the other learners were considered as intermediate learners.

Three-way ANOVA were run and the results showed that: 1) animacy played a significant role in learners’ judgments on Chinese sentences containing null subjects(F(1, 54)=-4.89, SE=0.13, p<0.001) and null objects(F(1,54)=-3.57, SE=0.15, p<0.01); 2) the animacy of the object in a sentence did not have a significant effect on their judgments on null subjects, but the animacy of the subject had a significant effect on their judgments on null objects; 3) syntactic position only showed an effect on null subjects; 4) the advanced learners showed no significant differences from native speakers on both null subject sentences (F(2, 42)=1.33, SE=0.20, p=0.19) and null object sentences (F(2,42)=-1.46, SE=0.28, p=0.15), whereas intermediate learners showed significant differences from native speakers on both null subject sentences and null object sentences. The results of this study are consistent with the findings in previous studies in that animacy plays an important role in the perception of subjecthood in Chinese (Li & Bates, 1993; Miao et al., 1986). Advanced learners are able to achieve native-like judgement and learners’ judgement shows similar tendency with native speakers, which is against the Fundamental Differences Hypothesis(Bley-Vroman, 1989, 2009) and supports that the more difficult features might be acquired in later stage but are acquirable(Zhao, 2009).

References: Chang H. & Zheng, L. (2018). Asymmetries of Null Subjects and Null Objects in L1-English and L1-Japanese Learners’ Chinese. Linguistics, 56(5): 1141–1166. Li, P., Bates, E. & MacWhinney, B.. (1993). Processing a language without inflections: a reaction time study of sentence interpretation in Chinese. Journal of Memory and Language, 32(2). 169-192. Zhao, L. (2012) Interpretation of Chinese overt and null embedded arguments by English speaking learners. Second Language Research, 28(2), 169-190.

A pilot study: effective strategies for motivating Australian secondary students to learn Chinese

Hing Wa Sit, Shen Chen & Hao Liang Sun The University of Newcastle; The University of Newcastle; Xin Jin Shan Chinese Language and Culture School

A current Australian educational goal emphasises that young Australians need to be Asia literate, engaging relationships and communicating across cultures. Chinese language teaching and learning is greatly promoted in the climate under which the nationally agreed goals for schooling are made in Australia to respond to the need to encourage and enable Australian citizens for a life closely intertwined with the Asian context. However, what does it take to motivate students to learn Mandarin Chinese? What are the effective pedagogical approaches to facilitate Chinese language teaching and learning? In an increasingly globalised world both questions are finding more importance as Australia-Asia trade links and cultural exchanges increase. The research reports a case study on current situation of co- operations between main-stream schools and local community schools in promoting Chinese as a second language (CSL) in a region of NSW where the majority of the students are with an Anglo- Saxon cultural background. The study aims to 1) investigate what it takes to engage and inspire non-Chinese heritage high school students in Australia to study Chinese language; and 2) pilot trial helpful strategies that facilitate positive interaction between teachers and students in a Chinese language classroom. The study is significant in filling a gap on how to motivate monolingual English speaking Australian secondary students (particularly, those with non- heritage backgrounds) to learn Chinese. Qualitative method is adopted to gain both teachers’ and students’ perceptions of the strategies to CSL teaching and learning. The research outcome should enable the main-steam secondary schools and local community schools to build a positive relationship in mutual support of second language teaching and learning and have strong implications to promote effective Language other than English (LOTE) strategies that can benefit students, schools and wider communities.

Pronoun interpretation in Mandarin as a second language

Roumyana Slabakova, Elina Tuniyan, Lewis Baker & Lucy Zhao University of Southampton;University of Nottingham; University of Southampton; The University of Sheffield

Mandarin Chinese allows null subjects when the referents are Topics. In the case of intransitive main clauses as in (1), the embedded null subject refers to the main clause subject. In addition, Chinese null subjects can alternate with pronouns such as ta ‘he’ as in (2), and then the interpretation has to be disjoint: ta cannot refer to the main clause subject.

(1) Daxiang1 chang-de ∅1/∗2 kuqilai le. Big.Elephant sing-DE ∅ begin.to.cry ASP ‘Big Elephant sang, and as a result he (Big Elephant) began to cry.’ (2) Daxiang1 chang-de ta∗1/2 kuqilai le. Big.Elephant sing-DE he begin.to.cry ASP ‘Big Elephant sang, and as a result he (someone else) began to cry.’

English works differently in this respect, not allowing null subjects and not enforcing a disjoint interpretation on the overt subject. Research on null and pronominal subject interpretation in L2 Mandarin (Kong, 2007; Yuan, 1993; Zhao 2011, 2012, 2014) has been vigorous, but it still offers a mixed picture in terms of successful acquisition. In this presentation, we adopt Reinhart’s (2006) Reference Set Computation (RSC) analysis. It predicts that children’s pronoun interpretation accuracy would be around chance, since interpretation incurs high processing costs. Children’s processing resources are taxed and they resort to guessing. Slabakova et al. (2017) showed that the RSC analysis is supported in L2 English pronoun interpretation. In this experiment, we follow Shibata & Yashima (2014) in testing the RSC predictions in L2 Mandarin.

Shibata & Yashima (2014) found that 5-year old monolingual Chinese children, evaluating sentences as in (1) and (2), were above 80% accurate on the null subject interpretation (comparable to a full noun phrase in the same position) while they were only 37% accurate on the ta pronoun. In other words, they were at best guessing who the pronoun referred to. This is surprising because at this age children already use pronouns correctly. The RSC analysis offers an elegant explanation of these findings. We hypothesize that what is difficult for Chinese children will also be difficult for learners of Chinese as a second language.

We used Shibata & Yashima’s Truth Value Judgment Task, with minimal modifications for adult speakers. An example context involves two characters: Big Elephant, who likes to sing sad songs and Little Monkey, who loves listening to songs. In one version of the story, Big Elephant is so moved by his own sad song that he begins to cry, while Little Monkey is happy because he is listening to music. In the context of this story, the sentence in (1) with the null subject is the correct interpretation. In a second version, Little Monkey listens to the sad song Big Elephant is singing and begins to cry. The sentence in (2) with the overt pronoun ta is true for this story. Presentation was on a computer screen with text and pictures; Chinese characters and pinyin were given to the participants. We used six presentation lists which included 12 stories, each with two versions as exemplified above. Test sentences alternated null subjects, ta and full NPs. Each participant saw 12 story–test sentence combinations.

We have tested nine intermediate learners of Mandarin with English as their native language. Testing is ongoing and will be completed by the time of the conference. Preliminary results of these nine participants are highly suggestive. Average accuracy on ta interpretation is only 33.3%, contrasting with accuracy on null subjects and full NPs at 61.1%. These findings are entirely in keeping with Shibata & Yashima’s child language results. Since there is no difference in the experimental conditions except the embedded subject linguistic properties, we argue that the RSC analysis is indeed supported by evidence from Mandarin L2 acquisition.

References: Kong, S. (2007) English Speakers and the Asymmetrical Matrix-Embedded Null Subjects in L2 Chinese, Concentric: Studies in Linguistics 33,23– 52. Reinhart, Tanya. 2006. Interface strategies: Optimal and costly computations. Cambridge, MA: MIT Press. Shibata, N. & Yashima, Jun (2014) Reference-Set Computation in Children: Mandarin- Speaking Children’s Pronoun Interpretation in Avoid Pronoun Contexts, Language Acquisition, 21, 3, 304–315, doi: 10.1080/10489223.2014.892944 Slabakova, R., White, L., & Brambatti Guzzo, N. (2017). Pronoun interpretation in the second language: Effects of computational complexity. Frontiers in Psychology, Volume 8. ISSN 1664-1078.s 1–12.s doi: 10.3389/fpsyg.2017.01236. Zhao, L. (2011) The syntax and interpretation of embedded null subjects in Chinese, and their acquisition by English-speaking learners, EUROSLA Yearbook, 11, 1, 191–217. Yuan, B. (1993). Directionality of difficulty in the second language acquisition of Chinese and English. Ph.D. thesis, University of Edinburgh. Factuality evaluation in English and standard Chinese by Hong Kong trilingual speakers

Carlotta & Sparvoli & Chung Kam Kwok University College Cork

This paper focuses on the factuality judgement by Hong Kong Cantonese-English-Standard Chinese (SC) trilingual speakers. The goal is comparing their evaluation of the factuality status (factual, non-factual, counterfactual) of eventualities mentioned in English and SC.

It is generally assumed that in SC counterfactuality is typically unmarked (cf. Ziegeler 2000). However, for necessity modality in past contexts, specific markers are also available (Alleton 1984, Sparvoli 2015, Meisterernst 2017). In a cross-linguistic framework, the relevant literature shows that, in past contexts, three main strategies are available, illustrated in (1-3a), (1-3b) and (1-3c) below. Namely, (a) mood or tense shift in languages having morphological distinction between perfective and imperfective aspect (as French and Italian) (Hacquard 2006); (b) mood and modal shift occurring in languages lacking perfective-imperfective morphological distinction but having verb moods (English) and finally; (c) modal shift reinforced by adverbials such as běnlái ‘at first, originally’ and time markers as nà shíhou ‘that time’, in SC (Sparvoli 2015). However, there are no studies probing whether these strategies are equally effective in conveying the factuality status of an eventuality. Moreover, we do not know whether trilingual speakers are equally proficient in assessing factuality in English and SC.

FACTUAL [Did Jane did take the train? Yes] 1) a. ‘Pour aller au zoo, Jane a dû prendre le train.’ (Ind., past perfective, deontic) b. ‘To go to the zoo, Jane had to take the train.’ (Ind., past, goal-oriented) c. ‘(Nà shíhou) qù dòngwùyuán, Zhēn bùdébù zuò huǒchē.’ (Tem. marker + goal-oriented) That time go zoo Zhen cannot.but sit train

Non-FACTUAL [Did Jane did take the train? Maybe yes or maybe not] 2) a. ‘Pour aller au zoo, Jane devait prendre le train.’ (Ind., past imperfective, deontic) b. ‘To go to the zoo, Jane would have had to take the train.’ (Cond., past, goal-oriented) c. ‘(Nà shíhou) qù dòngwùyuán, Zhēn dĕi zuò huǒchē.’ (Temp. marker + goal-oriented)

COUNTERFACTUAL [Did Jane did take the train? Jane did not take the train] 3) a. ‘Pour aller au zoo, Jane aurait dû prendre le train.’ (Cond.past, deontic) b. ‘To go to the zoo, Jane should have taken the train.’ (Cond., past, deontic) c. ‘(Nà shíhou) qù dòngwùyuán, Zhēn (bĕnlái) yīnggāi zuò huǒchē.’ (Temp. marker + adv. + deontic)

The paper will present the results of a factuality judgement task, based on written sentences as (1)-(3), collected among 15 Cantonese-English-SC trilinguals, age 22-35, that completed postgraduate studies in the field of SC Applied or Theoretical Linguistics, and among an analogous control group of native CS speakers. The task comprises one set of 12 factual, non- factual and counterfactual expressions in Chinese, and another different set of 12 expressions in English, including distractors and other necessity markers. The results will also be analyzed with reference to the answering time and will also be discussed in light of the typological features of the considered languages.

References: Alleton, V. (1984). Les auxiliaires de mode en chinois contemporain. Paris: Editions de la Maison des sciences de l'homme ♦ Hacquard, V. (2006). Aspects of Modality. Ph.D. dissertation, MIT Meisterernst, B. (2017). Modality and aspect and the thematic role of the subject in Late Archaic and Han period Chinese: obligation and necessity. Lingua Sinica 3-10 Sparvoli, C. (2015). “Actuality entailment in the necessity domain, a case for Chinese”, 9th Conference of the European Association of Chinese Linguistics, Stuttgart University Ziegeler, D. (2000). Hypotethical Modality. Amsterdam/Philadelphia: Benjamins.

The use of tonal information during visual word recognition in adult L2 Chinese learners

Rongchao Tang, Naoko Witzel, Xiaomei Qiao & Jia Chen University of Texas at Arlington; University of Texas at Arlington; Shanghai University of Finance and Economics; Shanghai University of Finance and Economics

An unsolved issue in L2 acquisition is what causes accents in an L2. One reason why L2learners have accents is that L2 sounds might be mapped onto L1 sounds, or certain features of L2 sounds might be harder to acquire because of the lack of certain features in L1 [1]. This study, therefore, compares the performance of different language learners of Chinese -- specifically, between language learners whose L1 has tones (e.g., Thai) versus those whose L1 does not have tones (e.g., French), and whether these two groups of learners can automatically use L2 Chinese tonal information during L2 visual word recognition. In order to test this, three experiments are currently being conducted using the Stroop paradigm. Participants are asked to name the ink color of some Chinese characters in Chinese. Six types of stimuli were used: (1) congruent color characters (CCC; , hong2, “red” in red ink); (2) incongruent color characters (ICC; , hong2, “red” in blue ink); (3) homophones of the color characters (S+T+; , hong2, “flood” in red ink); (4) different-tone homophones of color characters (S+T-; , hong1,”bake” in red ink); (5) characters that shared the same tone but differed in segments with the color characters (S-T+; , ping2, “bottle” in red ink); and (6) neutral characters (S-T-; , qian1, “leading through” in red ink). Preliminary results showed that, in native Mandarin Chinese speakers (N=10), Stroop facilitation was found in S+T+, S+T-, and S-T+ conditions, suggesting that they use both segmental and tonal information (following [2]). However, Stroop facilitation seems to appear only in the S+T+ condition in high intermediate L2 Chinese learners (who passed HSK 4) no matter whether their L1 has tone (N=8) or not (N=3). The results suggest, unlike native Mandarin Chinese speakers, L2 learners might not be able to automatically use tonal information alone during visual word recognition. Full set of results will be discussed in terms of how L1 plays a role in the acquisition of L2 phonology, as well as whether comparable phonological representations can be formed in L2 speakers and how it contributes to a better understanding of the causes for L2 accent.

References: Flege, J. E., Yeni-Komshian, G. H., & Liu, S. (1999). Age constraints in second-language acquisition. Journal of Memory and Language, 41, 78-104. Li, C., Lin, C. Y., Wang, M., & Jiang, N. (2013). The activation of segmental and tonal information in visual word recognition. Psychonomic Bulletin & Review, 20, 773-779.

Tone 3 sandhi and its place in CFL (Chinese as a Foreign Language)

Chiung-Yao Wang National Taichung University of Science and Technology

Mandarin Tone 3 Sandhi (T3S) is a syntax-dependent phonological rule, often simplified as (1) where the first T3 (Tone 3) is changed to T2 (Tone 2) when there are two adjacent T3s.

(1) Simplified Tone 3 Sandhi rule: T3T3!T2T3

If T3S makes its rare appearance in a CFL textbook, a brief description as in (1) is typically provided, along with an example such as Nǐ hǎo (Hello!), produced in speech as ní hǎo (T2T3) and always marked with the lexical tones. In natural speech, however, there is no limit on how many T3s can occur successively. The application of T3S in T3 sequences beyond two syllables is commonly left unexplained in CFL textbooks. Using some CFL textbook materials, this study presents T3S from a linguistic perspective, and suggests ways in which CFL instructors can incorporate T3S in their teaching.

We get a glimpse of the complexity of T3S through three-syllable and four-syllable T3 sequences, whose syntactic structures play a crucial role in determining the surface tones, shown in (2) and (3) respectively.

(2) a. [T3[T3T3]]!T3T2T3 (Bold T2 indicates a T3 that underwent T3S, surfacing as T2) b. [[T3T3]T3]!T2T3T3!T2T2T3

(3) a. [T3[T3[T3T3]]]!T3T3T2T3!T2T3T2T3 b. [[[T3T3]T3]T3]!T2T3T3T3!T2T2T3T3!T2T2T2T3 c. [T3[[T3T3]T3]]!T3T2T3T3!T3T2T2T3

Clearly, possibilities of surface forms grow as possible syntactic structures increase. Native- speakers’ seemingly intuitive and effortless application of T3S is in fact an extremely complicated process that requires the following knowledge, many of which subconscious: a) underlying tones of the characters, b) T3T3!T2T3, c) the syntactic structure, d) cyclic (syntax- based bottom-up application) and non-cyclic (left-to-right) application in T3S, e) optionality of T3S application, f) variability in T3S, e) speech rate, and f) clitics (e.g. propositions, pronouns) (Chen 2000, Lin 2007, Wang 2011). In first language acquisition, children acquire the complex T3S rule through the rich language input in the ambient environment, rather than formal instruction. In the acquisition of Chinese as a foreign language (CFL), on the other hand, the learners most likely do not acquire T3S following the same route, given that the language environment differs.

In CFL teaching and learning, T3S may have been left out as there seems to be no explicit rule which an average Chinese native speaker can provide beyond the simplistic rule in (1). In addition, non-application of T3S in a sentence may still be understood, perceived as foreign accented speech. Speech samples are used to illustrate CFL learners’ T3S applications in speech production. How the teaching of T3S can be realistically incorporated, going beyond two-T3 sequences will be presented and discussed.

References: Chen, Matthew Y. (2000). Tone Sandhi: Patterns Across Chinese Dialects. Cambridge: Cambridge University Press. Lin, Yen-Hwei. (2007). The Sounds of Chinese. Cambridge: Cambridge University Press. Wang, Chiung-Yao (2011). Children’s Acquisition of Tone 3 Sandhi in Mandarin. Ph.D. dissertation, Michigan State University, East Lansing, MI. Embodiment effect on the comprehension of Mandarin manual action Language in L2: an ERP study

Huili Wang Dalian University of Technology

Embodiment theories proposed that the comprehension of language involves sensory-motor simulation in the brain. From a neurological point of view, embodied cognition means that the comprehension of action-related language elicits activation of motor and premotor brain areas. Based on the embodiment theory, previous researches performed in monolinguals indicated that performing two manual actions simultaneously (motor incompatibility) is more difficult to understand compared to performing the two manual actions sequentially (motor compatibility). This attributed to embodied constrains exists in sensory-motor knowledge and affects the comprehension of action language.

By using ERP technique, this study investigates the embodied effects in comprehension of L2 (second language) manual action language. Twenty Japanese (9)/Korean (11) Chinese learners read Mandarin sentences describing two simultaneous manual actions or sequential manual actions. The simultaneous action sentences are marked by Chinese structure “… ”(while) which shows incongruent motor condition and the sequential action sentences are marked by “…”(after) which is congruent. The behavioral results demonstrate that incongruent condition takes longer time with lower accuracy rate, because participants applied their embodiment constraints to test the feasibility of the action language. In the ERP result, P600 component was observed in the last verb clause in incongruent condition larger than congruent condition. The late positivity P600 effect is considered to be a symbol of reprocessing and monitoring process by some researchers. There are embodied constraints while monitoring and reprocessing the sentence as a whole in L2. It can be concluded that motor system also plays an important role in L2 language comprehension. This result demonstrates that embodiment effects exist in processing of L2 manual action language.

In conclusion, the research confirmed that embodiment effect on the comprehension of L2 manual action language by the behavioral result and ERP result. The research further extends embodiment effects on the comprehension of manual language in L2.

Feature reassembly in the acquisition of Chinese negation by English-speaking and Korean-speaking L2 learners

Jia Wang and Yuet Hung Cecilia Chan Nanjing University; City University of Hong Kong

The present study investigated L2 acquisition of the [±realis] features encoded with Chinese negation by adult English speakers and Korean speakers within the framework of the Feature Reassembly Hypothesis (Lardiere, 2008; 2009). Two modes (written and aural) of grammaticality judgment tests were administered to 90 L1-English learners and 92 L1- Korean learners ranging from elementary to advanced Chinese proficiency, as well as 15 native controls. The findings of our study in general lend support to the proposals of the Feature Reassembly Hypothesis. The results indicate that L2 learners with lower Chinese proficiency tended to map their L1 features encoded with negation onto corresponding L2 items, resulting in their target-deviant performances at the early stages of learning. With increased Chinese proficiency, both L1-English and L1-Korean learners could assemble the [+realis] feature with mei and the [‒realis] feature with bu although they had great difficulty in detecting the [±realis] features represented in certain licensing contexts, including past habitual activities ([‒realis]), the durative aspect ([+realis]), and hypothetical conditionals ([‒ realis]). Based on the results, we argue that the Feature Reassembly Hypothesis should be strengthened by considering the variables that constrain feature detectability and reassembly, such as L1 influence, L2 proficiency, input frequency and consistency, and task modality.

——

Jin Wang & Lei Liang Nankai University

,, ,, (10 125),(F1F2) , ,, ,, , , , , , , , ,

References: , . L3 [ɑ][i][u][J]. , 2018(182):50-56. . [J]. , 2009(6):38-41. , , . [J]. , 2010(1): 1-14. , . [J]. , 2004(2):204- 211. , , . [J]. , 2010(3): 241-251, 286. , . “”“”[J]. , 2009(2):262-279. , . [J]. , 007(5):367-373. Garcia, Alison. The effects of L2 proficiency on L3 phonological acquisition: A preliminary test of the L2 proficiency hypothesis[A]. In: Erik Voss, Shu-Ju Diana Tai, and Zhi Li (eds.), Selected Proceedings of the 2011 Second Language Research Forum. Somerville, MA: Cascadilla Proceedings Project. 2013: 173-186. Flege, James. The production of “new” and “similar” phones in a foreign language: Evidence for the effect of equivalence classification[J]. Journal of Phonetics. 1987(15): 47-65. Flege, James. Second-language speech learning: Theory, findings, and problems [A]. In: W. Strange (ed.). Speech Perception and Linguistic Experience, Issues in Cross-linguistic Research[C]. Timonium, MD: York Press. 1995: 233-277. The effects of bilingual (bidialectal) experience on children’s acquisition of referents for nouns

Zhuang Wu Guangdong University of Foreign Studies

It has long been observed that children learn the meanings of new words in their first language at a remarkable speed. On the basis of only one or two exposures, children are able to associate a new phonetic form to its reference, a phenomenon called Fast-mapping (Carey & Bartlett 1978, Markson & Bloom 1997). This ability of learning new words rapidly has been attributed in the literature to some innate constraints help children isolate the meaning of words (Yang et al. 2017). For example, when there are multiple potential referents for a new word in the context, children will interpret the new word as referring to the unfamiliar object rather than to the familiar one, based on the “Mutual Exclusivity” (ME) assumption that one object has only one name (Markman & Wachtel 1988, Golinkoff et al. 1994, Markman et al. 2003, Bion et al. 2013; Kalashnikova et al. 2016, among others). Nevertheless, this assumption goes against the lexical acquisition of bilingual children in which an object has multiple labels in the two languages they are learning. Therefore, it is interesting to investigate whether ME still applies in lexical acquisition of bilingual children who learn more than one label for most referents in their environment.

Using object identification tasks, the present study investigates whether bilingual (bidialectal) experience have influence on children’s use of ME in learning the meaning of new words. 45 children aged between 3;0 and 3;6 were recruited. Among them, 15 are monolinguals of Mandarin, 15 are Mandarin-Cantonese bidialectal speakers, and another 15 are Mandarin- English bilinguals. The results show that the experience of learning two languages or dialects has only limited influence on children’s use of ME: Bilingual (bidialectal) children abandon ME only when the new word does not conform to the phonology of the languages familiar to them. If the new word conforms to the phonology of one language they are learning, they take ME as a reliable mechanism of word learning, interpreting the new word as denoting the unfamiliar object. In contrast, monolingual children stick to ME regardless of the phonological features of new words. The form-meaning mapping established on the basis of ME can be retained and retrieved as part of the lexical knowledge for all children. The results indicate that ME is a default word-learning mechanism in L1 acquisition.

Covert objects and VP ellipsis in English speakers’ L2 Chinese: evidence of the incremental model of L2 speech production mechanisms

Lilong Xu University of Cambridge

Objects are obligatorily overt in English, but they can be covert in Chinese. The object of a Chinese sentence can be deleted if it refers to the topic of the sentence (Huang, 1984). However, it has recently been argued that some gaps in object position should be analysed as the result of movement and VP ellipsis (Huang, 1991; G. Li, 2002; Liu, 2014). It has been argued that the object can be covert due to VP ellipsis in a sentence where the verb phrase is identical to that in the preceding coordinate sentence. However, when its verb differs from the verb in the preceding sentence, it is unacceptable to have a covert object in the second sentence (Liu, 2014) (see “the verbal identity condition”, Goldberg, 2005). This ongoing study investigates whether English native speakers who learn Chinese as their second language (L2) show developmental progress in the use of Chinese covert objects.

To achieve this goal, the study used a cross-modal picture-description task (CPT) that made use of structural priming. An acceptability judgement task (AJT) was also included. 25 beginner learners (BL), 29 pre-intermediate learners (Pre-IL), 31 post-intermediate learners (Post-IL), 31 advanced learners (AL), 31 very advanced learners (VAL) and 30 Chinese native speakers (CNS) were recruited. In the CPT section, participants first listened to a priming sentence that contained covert objects. Then the participants were asked to describe a pair of pictures using set verbs written above the picture. There were two different conditions in this task. One was a verbal- identity condition where the verbs provided above each picture were identical; the other was a non-verbal-identity condition where the critical verbs provided on each picture were synonyms. The study found that BLs tended to produce complete sentences without covert objects even if they were exposed to priming sentences where objects were phonetically silent. Priming effects were not evident until later stages of L2 development (i.e. at intermediate and advanced levels). It was interesting to find that among learners who were sensitive to the priming effect under the verbal- identity condition (i.e. eliding objects in 4 out of the 6 tokens), only 0 out of 4 BLs, 4 out of 13 pre-ILs, 7 out of 14 post-ILs, 10 out of 16 ALs, and 16 out of 19 VALs were able to consistently restrain themselves from the priming effect and used complete sentences to describe pictures under the condition where the verbs provided were not identical (i.e. 4 out of the 6 tokens). In contrast, all the CNSs (21 out of 21) were able to do so. This finding is consistent with the incremental model of L2 speech production mechanisms that states that the development of L2 speech production mechanisms is incremental in nature and that derivations, such as ellipsis, are not accessible in L2 speech production until the later stages of L2 development (Yuan & Zhang, 2018). It is found in the AJT that all learner groups can accept covert objects in the verbal-identity condition.

References: Goldberg, L. M. (2005). Verb-stranding VP ellipsis: A cross-linguistic study (Doctoral dissertation). Huang, C. T. J. (1984). On the distribution and reference of empty pronouns. Linguistic inquiry, 531. Huang, C. T. J. (1991). Remarks on the status of the null object. Principles and parameters in comparative grammar, 56-76. Liu, C. M. L. (2014). A modular theory of radical pro drop (Doctoral dissertation). Harvard University. Yuan,B & Zhang, L (2018). An Incremental Model of L2 Speech Production mechanisms: Developmental Evidence from Structural Priming of Object Ellipsis in L2 Chinese Speech Production. Oral presentation at 18th international symposium processability approaches to language acquisition (PALA)

——

Jing Yan, Hock Huan Goh & Jinzhan Lin Singapore Centre for Chinese Language, Nanyang Technological University

, , ,, (NPAH) , ,SVO, , ,, , , 20,, , , :1);2) ;3)“” ,699, ,, ,

Mapping and reassembly in English speakers’ L2 acquisition of Chinese sentence-final particles ba

Shanshan Yan & Boping Yuan Peking University

Within the theoretical framework of the Feature Reassembly Hypothesis (Lardiere, 2009a,b), this study investigates to what extent English-speaking learners of L2 Chinese can map and reassemble features in their L2 acquisition of the Chinese sentence-final question particle ba and suggestion particle ba. We assume that some features attached to the sentence-final question particle ba and the suggestion particle ba in Chinese are available in English but are configured differently. Also, we propose that the successful mapping and reassembly of these features in English speakers’ L2 Chinese sentence-final question particle ba and suggestion particle ba require various degrees of effort.

An acceptability judgment task, a dialogue completion task, a sentence assembly task, and a translation task were adopted in the study. 76 English-speaking learners of Chinese (at intermediate and advanced levels) and 18 Chinese native speakers were tested in this study. Results show that learners do not have much difficulty in mapping and reconfiguring the features attached to the sentence-final suggestion particle ba. In contrast, they show great difficulty in both the mapping and reassembly of the features on the sentence-final question particle ba. It is argued that the mapping and the reconfiguration of features across clause boundaries impose great difficulties for English-speaking L2 Chinese learners.

References: Lardiere, D. (2009a). Some thoughts on the contrastive analysis of features in second language acquisition. Second Language Research, 25(2), 173-227. Lardiere, D. (2009b). Further thoughts on parameters and features in second language acquisition: a reply to peer comments on Lardiere’s ‘Some thoughts on the contrastive analysis of features in second language acquisition’ in SLR 25(2). Second Language Research, 25(3), 409-422.

Primary school students’ motivations and strategies in CSL-learning: a New Zealand perspective

Qing Yang, Paul Sun & Zhaohui Li Confucius Institute of Auckland University,Zhejiang University,Minzu University of China

Individual differences such as motivation and learning strategies have been extensively explored in the field of foreign/second language (L2) learning, particularly with L2 English learners. While previous studies have probed the influences of such individual differences factors on learners’ L2 development, little is known about the relationship between learners’ motivation and learning strategy use in the L2 Chinese context, specifically in primary schools.

This study, therefore, attempts to explore the state quo of primary school students’ L2 Chinese learning motivation and their learning strategy use in New Zealand, in the hope of establishing a baseline for future relevant research. A total of 1157 students from 29 primary schools were recruited for this questionnaire-based study. The results suggested that pupils did not have strong motivations for CSL learning and were insufficient in utilising learning strategies. The results also showed that there were gender and school-year differences in terms of pupils’ CSL motivations and strategies. The study concluded with implications and future research for CSL teaching in New Zealand.

The L2 effect in L3 production: evidence from the acquisition of Mandarin aspectual marker LE by Hong Kong college students

Jennifer Yao SPEED, The Polytechnic University of Hong Kong

Students in Hong Kong in general take 6 to 9 or even more years to study Putonghua, which typologically shares much in common with their mother tongue --- Cantonese, although there are distinguished features on pronunciation, lexical systems and grammar between them. We can find the signs of L1 (Cantonese) and L2 (English) influence in the L3 (Putonghua) production. In the literature, people believed that L1 was easier to deactivate than the L2, which was called “the L2 effect” (De Angelis & Selinker 2001, Ringbom 2001, Selinker & Baumgartner-Cohen 1995, Dewaele 1998, Hammbarberg 2001, Hakansson et al 2002,among many others) and this effect does not apply to all linguistic domains, but primarily to lexical items, particularly short function words. Bardel & Falk (2007) argued against the so-called DMTH (Developmentally Moderated Transfer Hypothesis) and convincingly pointed out that syntactic structures are more easily transferred from L2 than from L1 in the initial stage of L3 acquisition. Interestingly, however, it does not hold true in the Putonghua learning process by Hong Kong college students. This paper investigates in detail the usages of Mandarin Aspectual marker „LE‟ by Hong Kong college students, including the errors such as using „LE‟ redundantly, omission of „LE‟, sentences with no aspect markers, mixing with „YOU‟(have) and the wrong position of „LE‟ in the compounds. We further point out that these kinds of errors above mainly result from the negative transfer from students‟ second language ---- English, which is the instruction language in their tertiary and/or primary and secondary education. Our observation thus will demonstrate that the signs of L2 (English) influence exist in syntax for Hong Kong college learners even with high Putonghua proficiency, although the signs of L1 (Cantonese) influence exist in lexical items especially for learners with low Putonghua proficiency and in pronunciation domain for learners with intermediate and advance proficiency, incompatible with findings in the literature.

“”“”? ——“”?

Qian Yao School of International Education; Chongqing University

“”,Yuan(2010) “” “”“”,“”(none reading)“ ”(insignificance reading),“” (inverse reading)“” (insignificance reading)(isomorphism),, :

“”,:,“” ,:5-7,5-6 “”,7“”5 (Huang & Crain, 2014)

“”

,,“”,, “”,“”“”,

,,,5, ,, ,,, , “”:, “”,

“First exposure” in L2 acquisition of Chinese compounding morphology by adult French native speakers

Xinyue Yu Institut national des langues et civilisations orientales, Centre de recherches linguistiques sur l'Asie orientale

Our study is an extension of the VILLA project (i.e. Varieties of Initial Learners in Language Acquisition) which studies the very first phases of the process of language acquisition and establishes a tight link between learners’ achievements in different domains of linguistic knowledge and the input they received (Dimroth et al. 2013). More precisely, our study aims to investigate the initial stage of the language acquisition by testing French adult learners exposed to controlled input of Mandarin Chinese.

A pilot study has been carried out in order to examine the emergence of phonological, morphological and syntactical awareness in the very first phase of L2 acquisition. Concerning the morphological domain, it is the emergence of compounding morphological awareness which has been under investigation.

Morphological awareness refers to the ability to reflect upon and manipulate morphemes and the morphological structure of words (Carlisle 2003). Since Mandarin, unlike French, is rich in compounding morphology. This study examines whether and when French learners of Chinese begin to acquire the “modifying-modified” structure of compound nouns. The learners, in a classroom environment, are exposed to strictly selected vocabulary controlled both for type and token frequencies with two sub-categories of morphemes: root words and bound roots (Packard 2000). The target words contain head morphemes such as “- , -, - , -, -, -”, etc.

The vocabulary combined with basic grammatical structures and taught on class are selected for a communicative aim, that is, leaners-participants are supposed to learn words and structures in our study not only for our linguistic research purpose but also eventually for a communicative usage.

In this pilot study, the course is designed to show whether adult French native learners can, within the given volume of time, acquire the awareness of: 1) the “modifying-modified” structure of compound nouns; 2) the form-meaning association of different morphemes; 3) the difference of root words and bound roots.

After the course, a grammatical judgment test with acoustic and visual stimuli is carried out. In the test, the previously presented head morphemes are combined with both known modifiers (which are taught in the course) and unknown modifiers (which are absent in the course input) and presented with object pictures. Learners are asked to judge whether the acoustic stimuli they hear correspond to the visual stimuli they see on the computer screen.

The experiment results reveal that with the minimal input of a new language, French adult leaners can acquire the basic morphological awareness. There is also a different performance regarding head morphemes of different sub-categories.

References: Carlisle, J. F., & Fleming, J. (2003). Lexical processing of morphologically complex words in the elementary years. Scientific studies of reading, 7(3), 239-253. Dimroth, C., Rast, R., Starren, M., Watorek, M. 2013. Methods for studying the learning of a new language under controlled input conditions: The VILLA project, Eurosla Yearbook 2013, Amsterdam: John Benjamins. Packard, J. L. (2000). The morphology of Chinese: A linguistic and cognitive approach. Cambridge University Press.

Eye movements in picture book reading with Chinese elementary school students and second language learners of Chinese

Ruolin Yuan & Xin Jiang Centre for Studies of Chinese as a Second Language, Beijing Language and Culture University

Previous studies that explored the eye movements of preschool-age children have revealed that those children paid little attention to the written texts while reading picture books. Others found that reading method, age, reading ability as well as text difficulty may affect the attention to texts during reading. However, little work has done on picture book reading aiming at the eye movements with Chinese elementary school students or second language learners of Chinese.

The current study tried to investigate the following two main questions: (1) Is the attention to texts by Chinese elementary school students affected by age and text difficulty? (2) Is the attention to texts by second language learners of Chinese affected by reading ability and text difficulty? In two experiments, eye movements in picture book reading were recorded for Chinese elementary school students and second language learners, respectively. The participants read three picture books with different levels of text difficulty.

The results revealed: (1) Chinese elementary school students paid more attention to texts when they were older and when the text was easier. When reading the difficult text, the older the children were, the more attention they paid on the text. (2) Second language learners of Chinese paid more attention to texts when their reading abilities were higher and when the text was easier. When reading the difficult text, the stronger their reading abilities were, the more attention they paid on the text.

“”“”

Yong Zhai Shizuoka University

(, 2015)Lexicon Numeration (uninterpretable feature)Computational System(Merge) (well-formed)“” “ ” Computational System “” Numeration (“”; “”)(“”)

(“”, )(“”, )(himself)

24 “” “” “”“”“” “”“” “” Yuan(1998)(2005)“” “” “” Information Database “”

“”“” “”“”, “” “”“”

References: 2015. 2005. 5∶49-59 Yuan, B. 1998. Interpretation of binding and orientation of the Chinese reflexive ziji by English and Japanese speakers. Second Language Research 14: 324-340.

Semantic radical awareness in young learners of Chinese as a second language

Dongbo Zhang University of Exeter

Different from alphabetic languages where a word is represented in a linear string of letters in print, Chinese adopts a logographic writing system where words are mapped on characters with each character representing a syllable. It is sometimes believed that learners have to rely on rote memorization in learning Chinese characters. Recent research, however, suggests that while learning characters does require a lot of memory effort, the task could be much easier if learners are sensitized to the structure of characters, about 80% of which are compound characters that include a phonetic component providing sound information and an ideographic component (i.e., semantic radical) providing meaning information of a character.

This paper reports on a study that measured different aspects of semantic radical awareness of 170 young L2 learners of Chinese in Singapore with three multiple-choices tasks. The radical position task measured learners’ knowledge about the canonical position of a radical; the radical identification task asked learners to identify the graphic component that is the radical of a character; the radical meaning task asked learners to select a character with the correct radical for a compound word. One-way ANOVA found that learners’ performance on the radical position task was the best, followed by radical identification and radical meaning. Further ANOVA with learners’ Chinese reading proficiency as an additional independent variable revealed significant difference between the higher and lower proficiency groups on radical identification and radical meaning but not radical position. The result is discussed in light of faster acquisition of the structural aspects of semantic radicals than that of their functional aspects among L2 learners.

Inter-tonal effects in second language Chinese and native Chinese

Hang Zhang George Washington University

Tone co-articulation is a cross-linguistically common mechanism whereby a given lexical tone is altered in its phonetic manifestation due to influences from adjacent tones. Previous studies have found that 1) carry-over co-articulation effects are more extensive than anticipatory effects, and 2) while carry-over effects are mostly assimilatory, anticipatory effects tend to be of a dissimilatory nature and they are most clearly seen on contour tones (Gandour et al. 1992, 1994; Xu, 1994, 1997). In connected speech of native Chinese, lexical tone undergoes variations depending on its neighboring tones. However, these variations must keep the essential shape of the lexical tone intact (not change the phoneme) such that native ears can identify the tone.

The present study aims to determine if second language (L2) Chinese tones are also constrained by this ‘universal’ phonetic mechanism of tone co-articulation by comparing the effects of dissimilatory effects in L2 Chinese data and native Chinese speakers’ data. This study looks into the production of two Chinese lexical contour tones: 1) the rising tone, T2; and 2) the falling tone, T4, made by 60 non-native adult Chinese learners (intermediate level of Chinese proficiency) with different L1 backgrounds and a group of native speakers of Mandarin Chinese. The tonal productions were collected and analyzed using PRAAT. In particular, balanced disyllabic words and nonsense sequences containing the test tones produced in carrier sentences by both non-native and native speakers (about 8,000 tokens in total) were examined.

In the L2 Chinese tones, clearer anticipatory effects were observed than carry-over effects by analyzing the error patterns. Further phonetic measurements for the majority of T2 offsets and T4 onsets, as well as the types of substitutions were used to explore the influence of anticipatory dissimilation effects on the L2 tone phonology. This study found clearer anticipatory dissimilation effects in L2 Chinese data than in native speaker’s tonal productions. The research presents evidence that anticipatory dissimilation effects are one of the sources of phoneme changes (or tonal errors) in L2 tone productions, thereby playing a strong role in shaping interlanguage tonal grammars.

Research concerning anticipatory co-articulation remains relatively scarce in the linguistic literature. This is in part due to the fact that anticipatory co-articulation is very subtle and it is difficult to detect in native speakers’ oral productions. L2 research provides an ideal context for explorations into anticipatory co-articulation mechanisms. This research will help us better understand the phonological grammars of native Chinese and L2 Chinese and draw pedagogical implications to L2 tone Chinese acquisition and Chinese language pedagogy.

References: Gandour, J., Potisuk, S., Dechongkit, S. and Ponglorpisit, S. (1992). Tonal Coarticulation in Thai Disyllabic utterances: a preliminary study, Linguistics of the Tibeto-Burman Area, 15, 93-110. Gandour, J., Potisuk, S., and Dechongkit, S. (1994). Tonal Coarticulation in Thai. Journal of Phonetics, 22, 477-492.

Xu, Y. (1994). Assymmetry in contextual tonal variation in Mandarin, in Advances in the Study of Chinese Language Processing, (J.-W.Chang, J.-T. Huang, C.-W. Hue & O.J.L. Tzeng, editors), Vol.1, pp.383-396. Taipei: Department of Psychology, National Taiwan University. Xu, Y. (1997). Contextual tonal variations in Mandarin. Journal of Phonetics, 25, 61-83.

1

dá,Praat ,500ms ,, probit(logit ), b0

,, , , , ,,

,logistic ,: logic(Tone3|Turning, Ending) = α + ,-./()(% × -./()(% + ,0(1)(% × 0(1)(% (3)

2,,0.009(P=0.553)

,, ,, The L2 acquisition of Chinese resultative compounds by native speakers of English

Jingyu Zhang & Jian Shi Xi'an International University; Xi'an International Studies University, Xi'an University of Science and Technology

We report on an empirical study investigating the L2 acquisition of Chinese resultative verb compounds by native speakers of English from USA, UK and Australia under the theoretical framework of Semantic Salience Hierarchy Model (SSHM, Zhang 2003, 2007, 2015). Zhang’s SSHM hypothesizes that the L2 acquisition of psych predicates specifically and of causativization patterns in general reflects the salience of the syntactically relevant meaning component CAUSE in its actual embodiment or representations in natural languages. Causative resultative compounds are problematic to L2 learners, and so are the targets of our research.

Chinese resultative verb compounds are more complex and productive than the English resultative construction. According to Lin’s (2001) lexicalization Parameter and Williams (2005) no argument theory, there is a parametric difference between Chinese and English. That is, the lexicalization of verbs from the lexicon before entering syntax in English and Chinese is different. English verbs are fully lexicalized with fixed argument structure and unified projection principle (UPP) while Chinese verb-compounds are not lexicalized, with no arguments before entering syntax and their thematic relations are introduced by the functional features from the syntactic context. Therefore, English-speaking Chinese learners would experience a shift from lexical causatives to syntactic causality in their acquisition of resultative verb compounds.

Our study is an expansion on Yuan & Zhao (2010) and Zhao (2003) by adding two factors, syntactic causality and animacy. SSHM predict that syntactic causality is most difficult to acquire, if not totally acquirable and the semantic salience hierarchy of the zero CAUSE morpheme with animacy hierarchy states that the zero CAUSE morpheme is most salient with inanimate causers and least salient with animate causers. The salience of the zero CAUSE correlates with its ease of learning.

Results of an acceptability judgment test on international students from USA, UK and Australia show that these learners accepted the sentences that do not involve syntactic causality, e.g. “John da-ku-le (hit-cry-ASP) Lee” (John hit Lee and as a result Lee cried), but rejected the ones with syntactic causality, for example, “This song ting-fan-le (listen-bored-ASP) Wood” (This song bored Wood as a result of listening to it repeatedly). However, syntactic causality is acquirable for these learners because they accepted sentences with syntactic causality such as “This matter ku-hong-le (cry-red-ASP) May’s eyes” (This matter made May cry and as a result of crying, May’s eyes became red) in which the object is non-alienable. Both thematic disassociations/delinks and thematic sharing are found unproblematic. Nevertheless, these learners still rely on the activity verb and result verb, but not on the syntactic context to reconstruct the thematic relations of the resultative compound construction. Furthermore, results show that the acquisition of syntactic causality is closely associated with the animacy hierarchy, supporting the predictions made by SSHM.

Ling Zhang, Liu Shi & Xinyu Xu The Education University of Hong Kong; The Education University of Hong Kong Zhengzhou University, The school of International Education

, ,, ,, , , ,12(6 6 , HSK ),,Praat ,,, :,,, ;,,, ; , ,, , ,

1

Minwen Zhu Beijing Foreign Studies University

“”(,1999),, ;,, , “”“”“” ,, ,, , ,

, (Talmy,1991,1996,2000),, “”“” “”,“” ,-,

,, ,“ ” “”

,“”“” “” ,,; ,,“” , “ ”;,, “ ”, ,

ABSTRACTS OF POSTERS (arranged in alphabetic order of the first author)

Fei Cao Hangzhou Normal University

(Determiners) (Zero determiners)(Bare nouns) Lap Chau, Baohua Yu, Yick Wah Frankie Leung & Hon Kin Kan The Education University of Hong Kong The Education University of Hong Kong The Education University of Hong Kong The Education University of Hong Kong

Bi-literacy and Tri-lingualism Lai Evans, 2009Gao, et al., 2000Li, 2010 Cronbach Alpha Independent sample T- testBivariate correlation analysis

Priscilla Chou & Chloe Chu The University of Hong Kong, The University of Hong Kong

Chinese Tone Sandhi acquisition: L1 Prosodic structure transfer

Jie Deng University of Victoria

This paper looks at the L2 production of Mandarin tone sandhi by L1 speakers of English (heritage and non-heritage) to determine if they acquire a target-like phonological representation of trochaic feet which underlies tone sandhi phenomena. The current paper reports on part of a larger study on L2 Chinese tone sandhi acquisition.

Background Research on the L2 acquisition of tone within SLA of prosodic phonology, especially on L2 tone sandhi acquisition is sparse. Chinese prosodic structure is under debate. Qu (2013) proposed that Chinese is, in fact, a stress language with trochaic feet. Furthermore, she argues that Chinese is weight-sensitive exhibiting tone-to-weight that motivates tone sandhi processes. Studies have reported that L2 learners experiencing greater difficulties acquiring T3, exhibiting higher error rates and late acquisition. What’s more, no research has particularly looked at T3 sandhi teaching methods. As a result, research on T3 sandhi acquisition could contribute to pedagogical practices. I focus here on T3 sandhi, which I assess by means of comprehensibility and accentedness measures.

Research Questions i) Do HS have an advantage in acquiring Chinese tone sandhi compared with NHS? ii) Will the perception of the tone sandhi by native speakers reveal the same separation of accentedness and comprehensibility found in Munro & Derwing (1995)? iii) Will L1 English speakers behave differently from L1 French speakers due to the fact that English (like Mandarin but unlike French) has trochaic feet? Will they be able to redeploy their L1 weight-to- stress principle to acquire an L2 tone-to-weight principle?

Methods 40 disyllabic Chinese words (32 real and 8 pseudo words) were read and recorded by 8 participants: 4 heritage speakers (HS); 4 non-heritage speakers (NHS). Recordings were judged by 3 native speakers of Chinese (NSC). Preliminary Results i) A highly significant difference was found between HS and NHS on their accentedness and comprehensibility (both p<0.0001). NHS were perceived to have a stronger foreign accent than HS; however, more comprehensible than HS. ii) There is a significant difference of how NSC perceive the accentedness and comprehensibility of both HS and NHS (respectively p=0.006 and p<0.0001). iii) Sandhi words and non-sandhi words by NHS and HS are not perceived differently by NSC.

Discussion The preliminary results suggest that NSC perceive L2 accentedness and comprehensibility independently, consistent with previous studies. HS seems to have an advantage on accentedness over NHS, but not comprehensibility. English speakers (both HS and NHS) perform equally well on sandhi words and non-sandhi words even though it’s not explicitly taught in class, and this suggests that their L1 prosodic structure plays a causal role.

He Fei The University of Hong Kong

Wei Gong Princeton University

(pilot study) (Input Hypothesis) Ellis(1999) Ellis Schmidt(1983) (Noticing Hypothesis) Hanning Guo Dalian University of Technology

Web of Science Citespace

The teaching of Chinese characters: A case study of Mandarin teachers’ understanding of career-long professional learning in the UK

Alan Huang, Sophia Lam & Fotini Diamantidaki University of Strathclyde University College London, Institute of Education University College London, Institute of Education

Due to the growing status of Mandarin as a foreign language in schools, the number of Mandarin teachers has been on the rise worldwide in the last decade. However, the development of pedagogical approaches for teaching Mandarin in the UK context is still at its initial stage. Moreover, research shows that there are often inadequate career-long professional learning opportunities for in-service Mandarin teachers. Drawing on interviews and documentary data gathered during a one-day workshop on the teaching of Chinese characters (N=50), this paper reports on Mandarin teachers’ professional learning needs and their perceptions of teaching Chinese characters. The study argues for the importance of re- contextualising metacognition in developing language teachers’ knowledge and understanding about subject specific pedagogy. The findings also hope to contribute to the ongoing discussion on the theoretical and practical issues relating to the interconnectedness between Mandarin teachers’ self-efficacy and career-long professional learning. Feature reassembly of Chinese perfective aspect

Shanshan Hu McGill University

The Feature Reassembly Hypothesis (Lardiere, 2008) claims that idiosyncratic assembly of features in the languages and reassembling the elements of features into new forms in L2 affects the acquirability and overt realization of L2. The [+perfective] feature is formally realized differently in English and Chinese. English past-tense conflates past-tense and perfective meanings (Slabakova, 2015). It neutralizes the distinction between dynamic bounded events and stative habituality, and is available for both telic and atelic situations. In contrast, Chinese perfective-aspect, marked by the morpheme -le, only expresses a bounded event, and exclusively co-occurs with telic situations. Hence, this project explored whether English learners make a reconfiguration to acquire Chinese perfective, and how the feature reassembly is processed.

Three adult English speakers who studied Chinese ranging from one to five years participated in this study. Two tasks were required; a Truth Value Judgement Test examined participants’ underlying perfective structures and the semantic interpretations that they assigned to the aspectual markers, and a Grammaticality Judgement Test assessed their’ awareness regarding the morphosyntax of the marker –le and the conditions in which -le could appear. The results vary across three subjects. Participant A studied Chinese for one year and demonstrated an English-like performance. He configured habitual and bounded meaning for the morpheme –le, used -le in past-tense conditions only and accepted –le in atelic contexts. This suggested that he directly mapped the English past-tense feature to the Chinese perfective morpheme -le. Participant B studied Chinese for three years and continued to conflate perfective and habitual readings in le-perfective, which may be transferred from L1. He did accept –le in various tenses and treated it as an aspectual marker, indicating evidence of feature reassembly. Participant C studied Chinese for five years and acquired a target-like perfective interpretation, indicated by rejecting the co-occurrence of the habitual adverbs and the morpheme -le, accepting -le in different tenses and using -le to express a bounded event. All subjects showed problems in the overt morphology. Under a few perfective conditions, all unsystematically accepted bare verbs with no marker or accepted –le of inappropriate morphosyntactic properties. This suggests that the selection of proper overt morphologies lag behind the acquisition of underling structures.

The results support the Feature Reassembly Hypothesis in that the cross-linguistic variation in the configuration of the perfective feature poses problems for native English learners of Chinese. This study also suggests a developmental sequence of L2 Chinese perfective. The learners generally undergo two stages of reassembly: moving from a “past-tense stage” of mapping English past-tense to Chinese perfective morpheme into a “perfective stage” of reassembling the perfective features into the appropriate morpheme. The evidence for acceptance of the bare verbs in the perfective context suggests that learners may undergo a “null-form” transition stage between the past-tense stage, and the perfective stages. I predict that, at this stage, learners exclude past-tense elements from the feature cluster, unravel the perfective meaning, and assign the null-form to Chinese perfective. Whether they were transforming to a null-form stage requires more evidence, and further examination.

References: Lardiere, D. (2008). Feature assembly in second language acquisition. The role of formal features in second language acquisition, 106-140. Slabakova, R. (2015). Acquiring temporal meanings without tense morphology: The case of L2 Mandarin Chinese. The Modern Language Journal, 99(2), 283-307.

Cha Kie Hiew The Education University of Hong Kong

60 Song stuck in my head: Acquisition on adjectival predicates for secondary school students in Hong Kong learning Chinese as a second language through Mandarin songs

Wang Ngai Ziv Kan The University of Hong Kong

Ethnic minorities in Hong Kong is steadily increasing and there is a need for them to learn Chinese as a second language. However, the examiner report of IGCSE(0547) points out that platitudinous use of the character is one of the most frequently made grammatical mistakes by candidates. Teachers need to come up with strategies to help students to acquire this target grammar point as there is no centralised grammar curriculum for students who learn Chinese as a second language.

This study examined the usage of adjectival predicate. Based on Krashen's (1982) five hypotheses, Song-Stuck-In-My-Head Phenomenon, as well as VanPatten's (1996) input processing theory, a theoretical framework is generated as the foundation of this study to test students who learn Chinese as a second language could acquire the target grammar point(i.e. the adjectival predicate) by listening to Mandarin songs with input processing activities conducted in classes. It is hypothesised that with Mandarin songs contained the target grammar point, sufficient exposure and being introduced to students with the help of input processing activity would help learners to acquire and memorise adjectival predicate in Chinese much better. Quasi- experimental design and multiple case study were used in this research. 69 secondary school students who study Chinese as a second language from one Hong Kong secondary school were divided into four groups and participated in a 4-week- intervention which included two controlled groups and two experimental groups which received songs and input processing activities or songs only in the intervention.

After experimenting, it was found that students who listened to Mandarin pop songs with input processing activities showed improvement in the usage of the target grammar point, and also outperformed the control group and the other experimental group without input processing activities. This presentation will be aiming at reporting the research findings on both results from quantitative and qualitative source of data.

References: Krashen, S. (1982).Principles and Practice in Second Language Acquisition. Oxford: Pergamon Press. VanPatten, B. (1996). Input processing and grammar instruction in second language. acquisition. Norwood, NJ: Ablex Pub. Leona King Chieh Kiu Peking University

Yan Li North China University of Technology

도

Writing in a non-alphabetic language via keyboard: an empirical study on online revision behaviours in Chinese L1 and L2

Xiaojun Lu UCL, Institute of Education, University College London

Revision, a major construct in models of writing, is an essential skill for writers to develop. So far, however, few studies have examined and compared the revision behaviours of first and second language (L1, L2) writers in a non-alphabetic language. It also remains unclear how revisions may relate to text quality. Adopting Rijlaarsdam and Van Den Bergh's (1996) writing model and Stevenson et al.'s (2006) model of revision as theoretical bases, this study aimed to address these gaps by investigating the revision behaviours of Chinese L1 and L2 writers at different writing stages (e.g. beginning, middle, end) and their links to text quality.

32 Chinese L1 and L2 users performed two narrative and two argumentative writing tasks. While writing, their keystrokes were logged using Translog 2.0. All revisions were identified in the keystroke data and coded in terms of linguistic domain and context. Each revision was additionally coded according to whether it involved a change to Pinyin or Chinese characters. In a stimulated recall interview, the writers report the reason for each revision event prompted by the playback of their writing. Text quality was assessed by two independent raters. To capture the dynamism of writing, the whole writing process for each task was divided into five equal stages. All indices were calculated for each stage and the whole writing period. Linear mixed effect regressions were run to compare the revision behaviours and their relationships to text quality overall and across L1 and L2 writers and writing stages.

The results indicate that the domain, context, and timing of revisions tend to differ between Chinese L1 and L2 writers. No relationship between revision and text quality was observed in neither groups. The findings will be discussed with reference to previous research on alphabetic languages. I will additionally discuss the advantages and challenges of using keystroke-logging combined with stimulated recall to study non-alphabetic language writers.

References: Carl, M. (2012). Translog-II. Presented at the 13th International Conference on Intelligent Text Processing and Computational Linguistics. Rijlaarsdam, G., & Van Den Bergh, G. (1996). The Dynamic of Composing----An Agenda for Research into an Interactive Compensatory Model of Writing: Many Questions, Some Answers. In C. M. Levy & S. Ransdell (Eds.), The science of writing : theories, methods, individual differences, and applications (pp. 107–126). New Jersey: Lawrence Erlbaum Associates. Stevenson, M., Schoonen, R., & De Glopper, K. (2006). Revising in two languages: A multi- dimensional comparison of online writing revisions in L1 and FL. Journal of Second Language Writing, 15(3), 201–233.

Cheng Peng SOAS, University of London

(Dialogue Teaching)(Dialogue Discussion) (Community of Inquiry) (Dialogue Tools)(Caughlan, S., Juzwik, M. M., Borsheim-Black, C., Kelly, S., & Fine, J. G., 2013)(Historical & Dynamic Aspects)(N. Mercer, 2008)(ALACT Model) (Sedova, K., Sedlacek, M., & Svaricek, R.,2016) (Display of Knowledge) (Historical & Dynamic Aspects)(N. Mercer, 2008) (Intermental Development ZoneIDZ) (historical & dynamic aspects)(dynamic aspect) (dialogue trajectory)

References: Mercer, N. (2008). The seeds of time: Why classroom dialogue needs a temporal analysis. The Journal of the Learning Sciences, 17(1), 33-59. Caughlan, S., Juzwik, M. M., Borsheim-Black, C., Kelly, S., & Fine, J. G. (2013). English teacher candidates developing dialogically organized instructional practices. Research in the Teaching of English, 212-246. Sedova, K., Sedlacek, M., & Svaricek, R. (2016). Teacher professional development as a means of transforming student classroom talk. Teaching and Teacher Education, 57, 14- 25. Tian Ran Beijing Language and Culture University

HSK CSL C(comment) TC3 (Zero Anaphora) Eyetracking CFL Beginners’ Character Reading Strategies

Lijing Shi LSE

For learners of Chinese as a Foreign Language (CFL), recognising and memorising Chinese characters can be challenging and even frustrating. Many CFL beginners thus quit due to the hurdle of learning characters. Despite many years of research into how Chinese characters should be taught or learnt, there is still a lack of evidence in terms of how CFL learners cope with such challenges as well as the strategies those successful learners use (Bai, Li & Yan, 2015). This study aims to discover the most common strategies employed by non-native beginners in a UK university. Using eyetracking and stimulated recall interviews (Stickler & Shi, 2015) at multiple points during their CFL learning, this study will find out their attention focus when reading Chinese characters and the reasons behind their preferred reading behaviors. The research will first look into how the beginners develop their ability to see the patterns in Chinese characters over the time. It will then examine their general approaches to learning Chinese characters, and compare differences between the strategies of more and less successful learners. Finally, the research will discuss to what extent dedicated teaching about Chinese character knowledge helps these learners. Such findings will shed light onto the development of non-native CFL learners’ reading skills, and therefore contribute to the growing discussions in CFL teaching and research.

References: Bai, X. Li, X. & Yan, G. (2015). Eye Movement Control in Chinese Reading: A Summary over the Past 20 Years of Research. Acta Meteorologica Sinica, 31(1): 85-91.[ , 31(1): 85-91] Stickler, U., & Shi, L. (2015). Eye movements of online Chinese learners. CALICO, 32(1), 52-81. Ya Wen Su The Education University of Hong Kong

Conceptualizing and operationalizing the dual dimensions of second language speech in adults learning to become multilingual

Peijian Sun Zhejiang University

This study serves as an initial attempt to conceptualize and operationalize the dual dimensions of second language speech (i.e., speech competence and speech performance) in adults learning to become multilingual with its research context situated in Chinese-as-a- second-language (L2 Chinese). A total of 140 L2 Chinese multilingual learners participated in the Chinese speech competence test (CSCT) and the Chinese speech performance test (CSPT), which were developed for measuring their speech competence and speech performance, respectively. The results suggested that L2 Chinese learners’ speech competence and speech performance, as a twofold rendering of speaking, were not only in a significant positive correlation but also could predict each other with a large effect size in general. However, such a large effect size of correlations and predictions could not be supported among the inferior L2 Chinese learners, suggesting that the development between speech competence and speech performance could be more unbalanced among the inferior L2 Chinese learners compared with their superior counterparts. This study added to our understanding that speech competence and speech performance, as a twofold manifestation of speech, should be assessed separately so that a more comprehensive evaluation of L2 speech could be obtained for better support multilingual learners’ L2 speech development.

Effects of International Students’ Chinese Writing Performances on Complexity, Accuracy and Fluency

Mei Wei Tianjin Foreign Studies University, Faculty of the Modern and Medieval Languages, University of Cambridge

This study aims to investigate how CFL (Chinese as a foreign language) international students’ Chinese writing performances affect complexity, accuracy and fluency (CAF). After 33 Chinese learners completed an untimed writing task, two experienced teachers scored and analyzed the writings. The identification and categorization of words, T-units and clauses are based on the definitions proposed by Chao (1968), Chu (1998) and Jiang (2013), which are more applicable to Chinese language due to the differences between Chinese and English. Results from Pearson correlation analysis show that the participants’ Chinese writing performances were positively correlated to accuracy. Furthermore, non-parametric Mann- Whitney U test shows that students of higher-level group performed significantly better than those of lower-level group in accuracy, but no significant differences were found in the other two CAF components between the two groups. In addition, the quantitative analysis is supplemented by qualitative text analysis. Lower-level group learners’ writings were less accurate than those in higher-level group. The problematic expressions mainly include incorrect use of verbs, adjectives, auxiliary words and some cohesive devices in their writings. The findings have some implications for Chinese teaching and learning programs.

References: Chao, Y. R. (1968). A grammar of spoken Chinese. California: University of California Press Chu, C. C. (1998). Discourse grammar of Mandarin Chinese. New York: Peter Lang Publishing Inc. Du, Hang (2013). The Development of Chinese Fluency During Study Abroad in China. The Modern Language Journal, 97 (1): 131-143. Housen, A., & Kuiken, F. (2009). Complexity, accuracy, and fluency in second language acquisition. Applied Linguistics, 30, 461-473. Jiang, W. (2013). Measurements of development in L2 written production: The case of L2 Chinese. Applied Linguistics, 34, 1-24. Kim, Ji-young. (2014). Predicting L2 Writing Proficiency Using Linguistic Complexity Measures: A Corpus-Based Study. English Teaching, 69 (4): 27-50. Wolfe-Quintero, K., Inagaki, S., & Kim, H. Y. (1998). Second language development in writing: Measures of fluency, accuracy and complexity. Manoa: University of Hawaii Press. Yang, Wenxing & Sun, Ying. (2015). Dynamic Development of Complexity, Accuracy and Fluency in Multilingual Learners’ L1, L2 and L3 Writing. Theory and Practice in Language Studies, 5 (2): 298-308. Effects of Semantic Transparency and Frequency on the Acquisition of L2 Chinese Compounds

Jin Wu, Suzhi Li & Xin Sun Guangdong University of Foreign Studies Henan Normal University Dalian University of Foreign Languages

This study investigated how semantic transparency and frequency influenced the acquisition of L2 Chinese compound words within the framework of the depth of vocabulary knowledge. Three aspects of vocabulary knowledge, namely spelling, meaning and collocation, were examined. Results showed that frequency mainly influenced the acquisition of spelling with high-frequency compounds showing higher accuracy rate than low-frequency compounds; semantic transparency significantly influenced the acquisition of meaning and collocation. For meaning, the influence was mainly on the acquisition of high-frequency compounds in that the accuracy rate of opaque compounds was higher than that of transparent compounds. For collocation, opaque compounds showed higher accuracy rate than transparent compounds. The study did not find the L2 proficiency effect on the acquisition of Chinese compounds.

Jingjing Xu & Xin Jiang Shandong Normal University; Beijing Language and Culture University

(Feng et al.,2009;Reichle et al.,2013) (Sun,1993; Qin et al.,2016) Eyelink

References: Feng, G., Miller, K., Shu, H., & Zhang, H. (2009). Orthography and the development of reading processes: An eye-movement study of Chinese and English. Child Development, 80(3), 720-735. Qin, R., Maurits, N., & Maassen, B. (2016). N170 tuning in Chinses: Logographic characters and phonetic pinyin script. Scientific Studies of Reading, 20(5), 363-374. Rayner, K. (1998). Eye movements in reading and information processing: 20 years of research. Psychological Bulletin, 124(3), 372-422.

Juan Xiao & Shanshan Liang Lancaster University; South China University of Technology

A Study of Conjunctive Relations in English Native Speakers’ Narrative Oral Chinese Discourse

Juan Xiao and Shanshan Liang Lancaster University; South China University of Technology

In this study, through a topic-based presentation task, quantitative and comparative analysis are carried out on the usage of conjunctive relations in oral Chinese discourse between Chinese native speakers and English native speakers at different levels. The research shows that overt cohesion, especially causal and transitional conjunctions are more likely to be used by English native speakers, while convert coherence, adverbs and temporal markers are more frequently used by Chinese native speakers. In the discourses of intermediate and advanced level learners, the frequency of causal and transitional conjunctions rises. Although the frequency of zero-form cohesion also slightly increases, there are still significant differences from those used by Chinese native speakers. Based on the typical error analysis in inter- language discourse, we conclude that L1 negative transfer and the more markedness of zero- form coherence than overt causal conjunctions are the reasons for the errors. It is suggested that more attention should be paid to zero-form marker during the current teaching and compiling of textbook.

Rethinking Chinese bilingual international student engagement in Canadian graduate study: From a comparative analysis

Meng Xiao University of Toronto

The diversification and internationalization of higher education in Canada have made Canada attractive to Chinese bilingual international student for high- quality education. According to the Advisory Panel on Canada’s International Education Strategy, Canadian post- secondary institutions have been targeting to enrolment double international student enrolment in the next decade. The percentage of Chinese international students, as Canadian Bureau for International Education states, has achieved 33%, one-third of Canada’s international student population. This rapid growth warrants the examination of their experiences in Canadian graduate study with regard to rethinking bilingual student engagement.

Raising the awareness of Chinese bilingual international graduate students’ unique challenges towards their student engagement seems to be a prominent step to empower those students’ experience in Canada and initiate support from Canadian institutions and policy practice as a globe. The understanding of student engagement impacted by the neoliberal ideology, Western culture norm, and North American schooling have challenged the engagement of Chinese bilingual international graduate students. Those students, who are situated within the Chinese educational system and impacted by Chinese values, language, and culture, have been stereotyped as less engaged in and out of classroom.

With the cross-cultural understanding of Chinese and Canadian education and values, this research aims to explore the factors that contribute to student engagement of Canadian graduate study by utilizing a bilingual student engagement production. Framing the engagement integration of Chinese international graduate students into Canada graduate study, the challenges and needs faced by those students in Canada and the extent of student engagement within these Canadian institutions will extremely affect Chinese international graduates into Canadian local contexts as well as in the global trend. Also, it is hoped to deconstruct the neoliberal and colonial ways of understanding student engagement and reconstruct the diverse notion in the Western based on social justice values to empower bilingual international students as a globe.

Jun Xing Ocean University of China

Demotivation in Learning Chinese as a Foreign Language: Insights of Irish Chinese Learners

Chang Zhang Trinity College Dublin

The teaching and learning of Chinese as a Foreign Language (CFL) faces many challenges in an Irish context. Demotivation in CFL learning becomes a growing phenomenon among learners in Irish higher education. Such a phenomenon is more commonly perceived by the learners in comparison with the CFL teachers and researchers. The inherent difficulty of the Chinese language is often perceived to be primarily responsible for the problem, while not many empirical researches have been carried out from a psycholinguistic perspective to study the demotivation of CFL learners.

This research investigates second language (L2) learners’ demotivation in the context of CFL teaching and learning in Irish higher education. It adopted a two-phase mixed methods research approach. A nationwide survey collected quantitative data from 218 Irish CAL learners to identify the main demotivating factors of CFL learning. Three internal-orientated factors were identified (reduced self-confidence, negative ideal L2 self, negative ought-to L2 self), accompanied by another three external-orientated factors (the teacher, inappropriate course design, interference of another language). Thirteen qualitative interviews were followed to further investigate the key features of these factors from the perspective of the learner, the language and the learning context.

Based on the discussion of demotivation, the current research intends to articulate possible remotivation strategies for CFL learners and teachers, and also provide insight for CFL programme directors to help reduce learners' demotivation at the level of curriculum design and management. It also hopes to raise the awareness of CFL teachers and researchers as to learners’ motivation and the issue of demotivation, in order for more comprehensive views and effective solutions to be implemented which can deal with the complexity of CFL learners’ motivational behaviour and thinking.

Analysis of acquisition of Chinese in Sino-French bilingualism from an intercultural perspective

Qianwen Zhang Université

It is well acknowledged that every language is the vehicle of its culture. Grosjean (2013) proposed the term of bicultural bilingualism which requires the participation in two cultures in the life of bilinguals. The classification of bilinguals is well recognized by numerous linguists as the compound bilinguals, where two words of both languages share the same meaning and the coordinative bilinguals, where each word has its own specific meaning (Weinreich, 1968). The coordinative type shows that each language delineates the reality differently, which corresponds to Slobin’s point of view, the world is “filtered” by language based on the remarkable language experience about the story «Frog where are you ?»(1996a).

With regard to the acquisition of Chinese in the case of Sino-French bilingualism, words of the two languages appear to be asymmetric at the lexical level. For example, “”, lóng, does not share the same cultural connotation with “dragon”. Besides that, this article will analyze other cases of dissymmetry revealing that Chinese terms refer to the visuality when their French equivalents refer to a more verbal and logical dimension. In addition, this article will move toward the act of language and the triangularization studies between Chinese, French and English further. According to Jauss’s theory of “an esthetics of reception”, the readers’ reception plays an integral role in the work’s aesthetics status and significance (1982). In this way, the reception of the Chinese word “”, miànbāochē, is relevant to the referential triangular studies between three languages. Additionally, in the public signs expressions, the stative sentence with the employment of noun and adjective is frequently used in English and French whereas Chinese language demonstrates dynamic trends by applying verb more often. What caused these differences? How does modern Chinese “filter” and “carve” the world differently from Indo-European languages? With all these kinds of examples, this article is to explore the Chinese culture representation across its language (loan words included) and discuss the subtle and complex link between the language and the way of thinking, and then facilitates the acquisition of Chinese within the bilingualism even multilingualism.

References : Chen, D., 2006..Twenty-one Century English.[Online] Issue 35, 4 December, available at: https://paper.i21st.cn/story/23837.html. [Accessed 10 December 2018] Grosjean, F. & Li, P., 2013. The psycholinguistics of Bilingualism. MA & Oxford, Wiley- Blackwell. Jauss, H.,R, 1982. Toward an Aesthetic of Reception. Translated by Timothy Babti. Minneapolis: University of Minnesota. Siguan, M., 1980. Bilinguisme et identité personnelle. In: P. Tap, ed. Identité collective et changements sociaux. Toulouse Septembre 1979. Privat. p.117-122. Slobin, D.I., 1996a. From “thought and language” to “thinking for speaking”. Rethinking linguistic relativity. Cambridge & New York, Cambridge University Press. p.70-96. Talmy, L., 2000c. Lexicalization patterns. In: Talmy L., ed. Towards a cognitive semantics. Vol 1, Typology and process in concept structuring, p. 21-146. Cambridge MA : MIT Press. Weinreich, U., 1968. Language in Contact. The Hague : Mouton.

A Comparative Study on Definitions of Shell Nouns in English and Chinese Learner’s Dictionaries —A Local Grammar Approach

Xuemei Zhang & Ping Liu Shanghai International Studies University

This study focused on the local function of the sublanguage of definitions in English and Chinese Learner’s Dictionaries with special reference to shell nouns so as to uncover how the abstractness in these nouns is explained concisely, accurately and adequately at a micro level respectively.

For this orientation, the study focused on the shell nouns and their definitions selected from Oxford Advanced Learner’s Dictionary8th E, 2014and The Commercial Press Learner’s Dictionary of Contemporary Chinese2006respectively. Based on the list of shell nouns by Schmid (2000), both an English corpus and a Chinese corpus were built including 731 English definitions and 407 Chinese definitions respectively under careful control.

By reference to Barnbrook’s (2002) framework to analyze sentence definitions, some amendments were made to fit phrasal definitions, with this analytical framework, the above mentioned definitions were annotated manually according to their components’ functions.

Then the detailed analysis of above two corpora helped to unveil 1) the local grammar patterns of English and Chinese definitions respectively, 2) similarities and differences between definition conventions of English and Chinese shell nouns by comparing local grammars of English and Chinese definitions from three perspectives: component sequences, linguistic realizations of components, and correspondences between English and Chinese components.

It is hoped that the major findings from this perspective will be able to provide inspiration and implications for Chinese learner’s dictionaries compilation especially in explaining Chinese abstract nouns.

References: Barnbrook, G. 2002. Defining language: A local grammar of definition sentences. Amsterdam/Philadelphia: John Benjamins Publishing Company. Hornby, A. S. 2014. Oxford Advanced Learner’s Dictionary (8th Edition). Oxford: Oxford University Press. Schmid, Hans-Jörg. 2000. English abstract nouns as conceptual shells: From corpus to cognition. Berlin & New York: Mouton de Gruyter.

Are There Kangaroos in China too?—A Sociocultural Approach to the Cultural Content of CFL Course Materials

Xiaohong Zhang Xi'an University of Architecture and Technology

A Chinese teacher working in Australia is obliged to adapt the Chinese fable Wang Yang Bu Lao by replacing Yang, a typical domestic animal in China, with kangaroo, which can be found nowhere in China, in order to involve the kids there or help them relate. This distortion of Chinese culture actually reflects the dilemma faced by Chinese teachers of teaching Chinese culture and taking the students’ cultural reality into consideration as well as an attempt to fill the gap created by the distance between the Chinese society portrayed in Chinese course materials and the real world they live in.

This challenge met with in the teaching of Chinese as a Foreign Language(CFL), a language less privileged compared with English as a Lingua Franca (ELF), highlights the necessity of deeper exploration of the cultural content of CFL teaching materials.

The author problematizes the present CFL course materials, the content of which revolves around target culture and society, with no regard for students’ different levels in terms of target culture knowledge and interculturality and the stepwise process of becoming intercultural, prematurely imposing target culture on them and ignoring the dynamic interaction between the cultural content in course materials and the learners’ perception.

Considering the emphasis sociocultural theory puts on the inextricability between language acquisition and the participation of social and cultural practice as well as the mediating role language plays, the author strongly argues that a sociocultural approach to the nature of foreign language acquisition serve as a theoretical basis for choosing the CFL learners’ cultural reality as the content of course materials especially at the beginning level and constructing a coherent system of the cultural content for further learning while justifying this teacher’s seemingly random choice at the same time.

References: James P. Lantolf and Steven L. Thorne. (2006). SOCIOCULTURAL THEORY AND THE GENESIS OF SECOND LANGUAGE DEVELOPMENT. Oxford: Oxford University Press. Lantolf, J. P. , & Beckett, T. G. . (2009). Sociocultural theory and second language acquisition. Language Teaching, 42(04), 459. Mabindra Regmi. The Role of Local Culture and Context in English Language Teaching. https://neltachoutari.wordpress.com/2011/04/01/the-role-of-local-culture-and-context- in- english-language-teaching/ McConachy, & Troy. (2018). Critically engaging with cultural representations in foreign language textbooks. Intercultural Education, 1-12. Mckay, S. . (2012). Teaching English as an International Language: rethinking goals and approaches. Tesol Quarterly, 37(2), 363-364. Toth, P. D. , & Davin, K. J. . (2016). The Sociocognitive Imperative of L2 Pedagogy. Modern Language Journal, 100(Supplement 2016), 148-168. Weninger, C. , & Kiss, T. . (2013). Culture in English as a Foreign Language (efl) Textbooks: a Semiotic Approach. TESOL Quarterly, 47(4), 694-716.

Jing Zhao Southwest Jiaotong University

Sophia Zhou Duke Kunshan University

Processing neutral tone in Mandarin under non-attentional condition in Mandarin-English bilinguals

Weijing Zhou, Zhiyan Wang, Yuting Lei & Lun Zhao Yangzhou University Laboratory of Phonetics, Hearing & Cognitive Science; School of Psychological Research, Beijing Yiran sunny Technology Co. Ltd.

It is widely accepted that neutral tone (T0) is a unique tone form in Mandarin as it distinguishes from four canonical tones on the one hand and integrates phonetic, morphological, syntactical and prosodic information on the other hand (Zhang, 1947; Zhang, 1951; Zhang, 1956; Chao,1968, Lin, 1962; Lin & Yan, 1980; Lin,1983; Wang, 1986; Wang, 1997; Cao, 1986; Feng, 1997; Duanmu, 2007; Liu, 2002; Zhu, 2009). Phonetically speaking, T0 has a much shorter duration and reduced pitch contour, yet prosodically speaking, it embodies both tonal and stress information at the same time. Such a special tonal category has intrigued quite a number of studies to explore its characteristic duration, specific contour patterns, categorization rules as well as phonetic and phonological motivations based on the interaction of universal default rules and language-specific phonetics principles (Bao & Lin, 2014; Cao, 1986; Chao, 1968; Duanmu, 2007; Feng, 1997; Lin & Yan, 1980; Li, 2017; Li & Fan, 2015; Li & Gao, 2017; Lin,1983; Liu, 2002; Lu & Wang, 2005; Wang, 1967; Schuh,1975; Wang, 1986, 1997; Yip, 2002; Zhu, 2009). However, not much is known about the fundamental issue of Mandarin-English bilinguals’ perception of T0. Recent experiments on the perception of T0 by children from tone- and non- tone L1 background reveal that Dutch infants could discriminate neutral and canonical tones continuously regardless of age, presumably due to the stress prominence in their L1 Dutch, whereas native Mandarin infants in the first year of life unexpectedly failed to achieve the discrimination, indicating the st acquisition of T0 is not complete during their 1 year of life and that the mastery of tonal categories is a protracted process longer than we expected (Fan, Li & Chen, 2018; Tang et al, 2018). If native infants and young children are not the optimal subjects to detect the perception of T0, what about adult Mandarin-English bilinguals with mature tonal mastery? Therefore the present study investigates whether adult Mandarin-English bilinguals can automatically process T0 in pre-attentive condition via mismatch negativity (MMN) diagram. The results not only confirm the automatically processing of T0 but also reveal the MMN location in right central-parietal area as well as posterial area. The findings shed light on the nature of Mandarin T0 as well as the acquisition of Mandarin T0 as L1 and L2. Getting to Churchill College

Travel by Train Cambridge railway station is situated 2 miles from Churchill College. The U bus travels directly from the station to Storey’s Way, where the front gate of Churchill College locates, and takes about 30 minutes. You may also take a taxi (Panther Taxi or CamCab Taxi), which takes about 12 minutes and £8.

Travel by Car There is ample, free parking at the College either along Churchill Road (the College's private road) or in the main car park at the end of that road. Permits are not required.

For more information, please visit: https://www.chu.cam.ac.uk/our-location/find- us/

Map to Churchill College

Churchill College Map

1 CONCOURSE PORTERS’ LODGE SEMINAR ROOM 2 GROUND FLOOR LIFT / W.C. BUTTERY DINING HALL CHAPEL 1ST FLOOR TIZARD ROOM SANDY ASHMORE ROOM (MCR) GROUNDSMEN VISITOR MAP 2 CLUB ROOM 1ST FLOOR 3 FELLOWS’ GALLERY 36a 36b GROUND FLOOR COCKCROFT ROOM 1ST FLOOR FELLOWS’ DINING ROOM 13 LIFT / W.C. BROERS HOUSE 40a 4 WOLFSON HALL BONDI HOUSE 40b CHURCHILL EXHIBITION 12 BEVIN ROOM 11 SEMINAR ROOM 1 LIBRARY W. C . Huntingdon Rd 5 ARCHIVES CENTRE (A1307) JOCK COLVILLE HALL A14 HAWTHORNE HOUSE North & East. 40c 6 SIXTIES ROOM (COWAN COURT) NARROW ROAD WHITTINGEHAME LODGE CARS ONLY. 7 MUSIC CENTRE 44 8 PAVILION / GYM 10

9 STUDY CENTRE 50M 10 THE MØLLER CENTRE 9 11 WOLFSON FLATS APPROXIMATE

8 WAY STOREY’S 12 SEMINAR ROOMS 3 & 4 25M 13 SHEPPARD FLATS 7

0M COWAN COURT 6 12 10 design - www.wayfinding-consultants.co.uk 9 WET WEATHER 14 15 16 11 ROUTE 54 58 7 8 PINCHIN RILEY HOUSE M11 Junction 13 south 53 57 N 64 A428 St Neots / W 51 52 4 5 Bedford 55 56 50

WEST DOOR 3 6

WYCHFIELD TRINITY HALL TRINITY 49 48 M 1 2 MASTER’S LODGE A S D 4 47 46 I CHURCHILL ROAD N no.70

G 45 5 3 L E 43 44 Y Xianotianfu 1 Garden no.72

R

COLLEGE FITZWILLIAM O 2 A 41 37

D 42 35 34

31 no. © CHURCHILL COLLEGE. N ( E A 76 1 40 39 38 36 3 33 32 0 3 LAUNDRY ) FIRE ASSEMBLY

STOREY’S WAY MURRAY EDWARDS ELECTRIC CAR CITY CENTRE PORTERS’ LODGE CHARING POINT MAIN ENTRANCE COLLEGE

CHUR | 16