语码转换与汉语教学=CODE-SWITCHING AND TEACHING CHINESE AS A SECOND LANGUAGE 英文PDF|Epub|txt|kindle电子书版本网盘下载

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CHAPTER 1 INTRODUCTION1

1.1 Aim2

1.2 The Chinese language2

1.3 Structure3

CHAPTER 2 CODE SWITCHING AND CODE CHOICES5

2.0 Introduction6

2.1 Definitions of code switching8

2.2 Code switching and borrowing10

2.3 Types of code switching11

2.4 Grammatical constraints and other universal issues on code switching15

2.4.1 Grammatical constraints on code switching15

2.4.2 Other issues18

2.4.2.1 Trigger-words and triggering18

2.4.2.2 'Mixed grammar'or'grammar for code switching'20

2.4.2.3 Matrix language and marginal passages20

2.4.3 The Matrix Language Frame model21

2.5 Functions motivated by pragmatic or sociolinguistic factors24

2.5.1 'Transactional'or conversational functions26

2.5.1.1 Topic or referential function28

2.5.2 Discourse functions30

2.5.2.1 The function of distinguishing direct speech from reported one or quotations30

2.5.2.2 The function of specifying an addressee as the recipient of the message31

2.5.2.3 The function of making injections or serving as sentence fillers31

2.5.2.4 The function of clarifying or emphasising a message31

2.5.2.5 The function of qualifying the message31

2.5.2.6 The function of marking personalization vs.objectivization31

2.5.2.7 The function of marking types of discourse or genres32

2.5.2.8 Discourse strategies and the markedness model32

2.5.3 Stylistic functions35

2.5.4 The function of gap in vocabulary36

2.6 Conversational analysis,social network and family37

2.7 Attitudes toward code switching40

2.8 Language policy in Victoria,Australia and the role of education in minority language maintenance44

2.9 Conclusion46

CHAPTER 3 RESEARCH METHODOLOGY OF THE STUDY47

3.0 Introduction48

3.1 Hypothesis and research questions48

3.2 Justification49

3.3 Subjects49

3.4 Methodology50

3.5 Session A51

3.5.1 The collection of narratives51

3.5.2 The descriptive task51

3.6 Session B52

3.6.1 Addition52

3.6.2 The collection of narrative depicted on video55

3.6.3 The collection of narrative about holidays55

3.7 Session C55

3.7.1 The collection of Chinese family narrative55

3.7.2 The narrative task of zoo56

3.8 Session D56

3.8.1 The language background questionnaire56

3.8.2 The students' everyday life questionnaire56

3.8.3 The students' family life questionnaire57

3.9 Notes on terminology57

CHAPTER 4 TONAL ASPECTS OF SWITCHING59

4.0 Introduction60

4.1 Tones in Chinese and stress patterns of Chinese and English60

4.1.1 Tones in Chinese60

4.1.2 Stress patterns of Chinese62

4.1.3 Stress patterns of English63

4.2 Effect of tones and stress patterns on switching66

4.3 Quantification of tones69

4.4 Single switching facilitated by the Chinese falling tones and stress patterns71

4.4.1 The fourth falling tone72

4.4.2 The half third falling tone74

4.4.3 The neutral falling tone75

4.4.4 Summary of single switches to English facilitated by falling tones77

4.5 Switching in and out of English facilitated by the Chinese falling tones79

4.6 Switching of English phrases at the beginning of an utterance which is part of Chinese discourse with switch back to Chinese occurring81

4.7 Chinese utterances but with frequent switching facilitated by falling tones84

4.8 Switching at other tones(i.e.Tone 1 and 2)90

4.8.1 Switching motivated by'repairs'90

4.8.2 Switching motivated by various functions91

4.9 Summary and conclusions92

CHAPTER 5 THE PLACE OF GRAMMATICAL STRUCTURES IN CHINESE UTTERANCES AND SWITCHING94

5.0 Introduction95

5.1 Chinese and English syntax95

5.2 Syntactic and semantic transference from English without switching96

5.2.1 Syntactic transference at sentence level96

5.2.1.1 The adverbial position factor97

5.2.1.2 Attributive position98

5.2.1.3 The order of the date transferred from English98

5.2.1.4 The order of comparison of adjective/adverb transferred from English99

5.2.2 Syntactic transference or convergence at unit level100

5.2.2.1 The structure of predicate unit transferred from English100

5.2.2.2 The structure of prepositional phrase converged towards English101

5.2.3 Semantic transference-collocation based on English models102

5.2.3.1 Semantic transference of English idioms102

5.2.3.2 Semantic transference of English nouns or noun phrases104

5.2.3.3 Semantic transference of a preposition104

5.2.4 Concluding remarks on syntactic/semantic transference105

5.3 Syntactic convergence and switching105

5.3.1 Grammatical systems106

5.3.1.1 The marked use of case morphology106

5.3.1.2 The marked use of the progressive107

5.3.1.3 Overt-verb marker facilitators110

5.3.1.3.1 'Bare form of the verb'110

5.3.1.3.2 'EL islands'112

5.3.1.3.3 Chinese auxiliary+English verb113

5.3.1.4 The coverb facilitators114

5.3.1.5 Concluding remarks on typology115

5.3.2 Word order116

5.3.2.1 Adverbial position116

5.3.2.2 Attributive position117

5.3.2.3 Order of residential address and date118

5.3.2.4 The order of comparison of adjective/adverb119

5.3.3 Grammatical classes120

5.3.4 Concluding remarks on syntactic convergence and switching121

5.4 Other structural constraints on switching121

5.4.1 The phrase boundary as a point of switching122

5.4.1.1 Switching of a prepositional phrase and 'semantic constraint'122

5.4.1.2 Switching of an adverbial phrase124

5.4.1.3 Concluding remarks on the phrase boundary as a point of switching125

5.4.2 'Conjunction constraint'or'sentence insertion'125

5.4.3 'Free-morpheme constraint'127

5.4.3.1 Switching to a Chinese structure particle-DE127

5.4.3.2 Switching to a Chinese modal particle-LE129

5.4.3.3 Concluding remarks on contraventions of the'free-morpheme constraint'129

5.4.4 Violations of'the government constraint'130

5.4.4.1 Switching from a Chinese V to an English O130

5.4.4.2 Switching between English V and Chinese O131

5.4.4.3 Switching between Chinese preposition and English noun or noun phrase132

5.4.4.4 Switching between English preposition and Chinese noun or noun phrase133

5.4.4.5 Concluding remarks on the violation of'government constraint'135

5.5 Interpretation of some switching data according to the Matrix Language Frame model135

5.5.1 The hypothesis of ML and EL constituents136

5.5.2 The'EL islands'hypothesis136

5.5.2.1 'Obligatory EL islands'137

5.5.2.2 'Optional EL islands'137

5.5.3 Discussion138

5.6 Summary and conclusions139

CHAPTER 6 CONTEXTUAL FACTORS IN SWITCHING140

6.0 Introduction141

6.1 The sociolinguistic and conversational functions of switching141

6.1.1 The linguistic tasks141

6.1.1.1 The settings of pictures that are common to Australia and China142

6.1.1.2 The Australian setting of pictures147

6.1.1.3 The Chinese setting of pictures152

6.1.1.4 The statistical analysis of switching on the different settings of pictures157

6.1.2 The function of topic158

6.1.2.1 Australia-based,China-based and ambivalent topics159

6.1.2.1.1 The differences between topics about China159

6.1.2.1.2 The differences between topics about Australia161

6.1.2.1.3 The differences between the ambivalent Australia-based and China-based topics162

6.1.2.2 The task of addition163

6.1.2.3 The three topics in Session D164

6.2 The discourse functions167

6.2.1 The function of quotations167

6.2.2 The function of interjections169

6.2.3 The function of reiteration169

6.2.4 The function of making up a deficiency of language competence170

6.2.5 The function of message qualification171

6.2.6 The function of personalization vs.objectivization172

6.3 The stylistic functions173

6.3.1 The function of filling gaps in vocabulary173

6.3.2 The function of indicating influence of school context and Australian environment175

6.4 Summary178

CHAPTER 7 SCHOOL EDUCATION AND CHINESE LANGUAGE MAINTENANCE179

7.0 Introduction181

7.1 Language education programs and sociolinguistic environment of the schools181

7.2 Attitudes towards bilingualism and switching182

7.2.1 Attitudes towards Chinese and English183

7.2.2 Language spoken at home184

7.3 Response to Chinese questions186

7.4 Differences between the schools189

7.4.1 Switching190

7.4.2 Responses to Chinese questions in English190

7.4.3 Attitudes towards the LOTE courses191

7.4.4 Language spoken at home192

7.4.5 Parents'occupations193

7.4.6 Children from the three schools in the various categories193

7.5 School B194

7.5.0Summary of informants194

7.5.0.1 Switching195

7.5.0.2 Responses to Chinese questions in English195

7.5.1 The first generation:Category 1—resident in Australia for a period of less than two years196

7.5.1.1 Switching196

7.5.1.2 Responses to Chinese questions in English197

7.5.1.3 Attitudes198

7.5.2 The first generation:Category 3—resident in Australia for at least five years198

7.5.2.1 Switching199

7.5.2.2 Responses to Chinese questions in English199

7.5.2.3 Attitudes199

7.6 School A200

7.6.0 Summary of informants200

7.6.0.1 Switching201

7.6.0.2 Responses to Chinese questions in English202

7.6.1 The first generation:Category 1—resident in Australia for a period of less than two years203

7.6.1.1 Switching203

7.6.1.2 Responses to Chinese questions in English204

7.6.1.3 Attitudes205

7.6.2 The first generation:Category 2—resident in Australia for a period of three years205

7.6.2.1 Switching206

7.6.2.2 Responses to Chinese questions in English207

7.6.2.3 Attitudes207

7.6.3 The first generation:Category 3—resident in Australia for at least five years207

7.6.3.1 Switching208

7.6.3.2 Responses to Chinese questions in English208

7.6.3.3 Attitudes208

7.6.4 The second generation209

7.6.4.1 Switching209

7.6.4.2 Responses to Chinese questions in English210

7.6.4.3 Attitudes210

7.7 School C211

7.7.0 Summary of informants211

7.7.0.1 Switching212

7.7.0.2 Responses to Chinese questions in English213

7.7.1 The first generation:Category 1—resident in Australia for a period of up to two years214

7.7.1.1 Switching215

7.7.1.2 Responses to Chinese questions in English216

7.7.1.3 Attitudes217

7.7.2 The first generation:Category 2—resident in Australia for a period of three years217

7.7.2.1 Switching218

7.7.2.2 Responses to Chinese questions in English218

7.7.2.3 Attitudes219

7.7.3 The first generation:Category 3—resident in Australia for at least five years219

7.7.3.1 Switching220

7.7.3.2 Responses to Chinese questions in English221

7.7.3.3 Attitudes221

7.7.4 The second generation222

7.7.4.1 Switching222

7.7.4.2 Responses to Chinese questions in English223

7.7.4.3 Attitudes223

7.8 Variation across the schools223

7.8.1 Variation in switching223

7.8.2 Variation in English responses224

7.8.3 Variation in attitudes225

7.8.4 Family environment226

7.8.4.1 Parents'employment in Australia226

7.8.4.2 Family communication patterns226

7.8.4.3 Relationship between family environment,and switches and English responses227

7.9 Conclusions229

7.9.1 School education229

7.9.2 Period of residence in Australia229

7.9.3 Family communication pattern230

CHAPTER 8 IMPLICATIONS FOR TEACHING CHINESE AS A SECOND LANGUAGE231

8.0 Code-switching amongst bilingual Chinese-Australian children232

8.1 Language policy and school education232

8.2 Contextual factors and cross-cultural communication233

8.2.1 Instructing Chinese characters in context234

8.2.2 Introducing Chinese culture in conversations and articles235

8.2.3 Comparing the languages and cultures of Chinese and English235

8.2.4 Interpreting and translating across the languages and cultures236

8.3 Grammatical structures and a proficiency-oriented approach238

8.4 Tonal aspects and standard pronunciation and intonation240

8.5 Becoming proficient in Chinese241

8.5.1 The gentle pathway of learning Chinese242

8.5.2 Small learning steps to get right quickly244

8.5.3 Validation in many practice and performance settings244

8.5.4 Outcomes of acquiring Chinese are truly valuable to students245

8.5.5 Interactive teaching and learning activities245

8.5.6 Achieving the goals of becoming proficient in Chinese246

8.6 Concluding remarks247

APPENDIX A Sample Questionnaire250

Bibliography253