Acquisition, Assessment and Application: Theory and Practice of Teaching Chinese in Higher Education issue:7 pages:33-48
Applied Chinese Language studies
International Conference on Teaching and Learning Chinese in Higher Education edition:13 location:Oxford University date:8-10 July
The current study investigated CFL learners' use of comparative sentences in written production. Two cases studies were conducted at University of Leuven, Belgium, and Aarhus University,Denmark during the academic year of 2014 to 2015. There were altogether 83 students (N= 54
students from Leuven; and N= 29 students from Aarhus) participating in the studies. Students’ writing samples were first collected and the errors on the use of comparative sentences were then identified and described. The study results reveal that the use of‘ bǐ - 比 ’ has a very high error rate regardless of task types, proficiency level and learners’ first languages. After analyzing all the learner errors, a categorization framework of the grammatical errors with using comparative sentences is developed,which include comparative item-related errors, comparative result-related errors and blend errors.
Finally, pedagogical implication of CFL is discussed and future research is suggested.