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The Role of Grounding and Lexical Aspect in L2 Acquisition of Perfective Aspect Marker -Le in Chinese.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Role of Grounding and Lexical Aspect in L2 Acquisition of Perfective Aspect Marker -Le in Chinese./
Author:	Xu, Jingjing.
Description:	1 online resource (190 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-01, Section: A.
Contained By:	Dissertations Abstracts International85-01A.
Subject:	Linguistics. -
Online resource:	click for full text (PQDT)
ISBN:	9798379950514

The Role of Grounding and Lexical Aspect in L2 Acquisition of Perfective Aspect Marker -Le in Chinese.
Xu, Jingjing.

The Role of Grounding and Lexical Aspect in L2 Acquisition of Perfective Aspect Marker -Le in Chinese. - 1 online resource (190 pages)

Source: Dissertations Abstracts International, Volume: 85-01, Section: A.

Thesis (Ph.D.)--The University of Arizona, 2023.

Includes bibliographical references

Acquisition of the perfective marker -le in Mandarin Chinese is a daunting task for second language learners. To date, there has been no consensus on what it is about -le that makes it such a challenge to learners. This study investigates the acquisition of -le from both a lexical perspective and a discourse perspective. I test two hypotheses: (1) whether the distribution of - le in lexical aspectual class, i.e., state, activity, accomplishment, and achievement, plays a role in the way L2 learners use -le, as predicted by the Aspect Hypothesis; and (2) whether the distinction in discourse between foregrounding and backgrounding plays a role in the way L2 learners use -le, as predicted by the Discourse Hypothesis. Three proficiency levels of participants participated in an oral storytelling task: Frog, Where Are You, in Chinese. The results show that both the Aspect Hypothesis and the Discourse Hypothesis are supported. All of the participants used -le to distinguish foreground and background, and they also used -le predominately with achievements. Lower-level participants differ from higher-level speakers in that they produced much less -le with bounding materials in foreground with achievement predicates. It is concluded that the challenge of acquiring -le comes from the syntactic complexity of -le with bounding materials, rather than lexical aspect or grounding.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379950514Subjects--Topical Terms:

557829
Linguistics.
Subjects--Index Terms:

GroundingIndex Terms--Genre/Form:

554714
Electronic books.

The Role of Grounding and Lexical Aspect in L2 Acquisition of Perfective Aspect Marker -Le in Chinese.
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502 $a Thesis (Ph.D.)--The University of Arizona, 2023.
504 $a Includes bibliographical references
520 $a Acquisition of the perfective marker -le in Mandarin Chinese is a daunting task for second language learners. To date, there has been no consensus on what it is about -le that makes it such a challenge to learners. This study investigates the acquisition of -le from both a lexical perspective and a discourse perspective. I test two hypotheses: (1) whether the distribution of - le in lexical aspectual class, i.e., state, activity, accomplishment, and achievement, plays a role in the way L2 learners use -le, as predicted by the Aspect Hypothesis; and (2) whether the distinction in discourse between foregrounding and backgrounding plays a role in the way L2 learners use -le, as predicted by the Discourse Hypothesis. Three proficiency levels of participants participated in an oral storytelling task: Frog, Where Are You, in Chinese. The results show that both the Aspect Hypothesis and the Discourse Hypothesis are supported. All of the participants used -le to distinguish foreground and background, and they also used -le predominately with achievements. Lower-level participants differ from higher-level speakers in that they produced much less -le with bounding materials in foreground with achievement predicates. It is concluded that the challenge of acquiring -le comes from the syntactic complexity of -le with bounding materials, rather than lexical aspect or grounding.
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653 $a Aspect hypothesis
653 $a Discourse hypothesis
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