Chinese Learner Language
A Chinese language learner must be able to use Chinese in unrehearsed communication. Being able to judge the accuracy of Chinese sentences, or memorize, recite and understand a small set of Chinese sentences does not prepare a learner for spontaneous communication.
A learner who really knows the language can exchange information using Chinese in unrehearsed communication, with a degree of accuracy, complexity and fluency that increases over time.
Chinese language teachers can understand the development of Chinese learner language in their own classrooms using basic techniques from second-language acquisition research. The following six units feature video-clips of Chinese learner language produced by two second-year learners in unrehearsed communication activities. Each unit shows you how to analyze Chinese learner language from a different perspective, and consider ways you can support its development:
- Individual difference
- Error analysis
- Interlanguage
- Learning in interaction
- Reference
- Complexity
We include a full set of transcribed videos of both learners, and an annotated bibliography of published research on Chinese learner language, if you want to go deeper in your background reading.
During the first part of 2012, we will be collecting your feedback on all the activities in this section; please click on the button below to tell us if you find errors or inaccuracies, or if you have suggestions on how to improve this site for use by Chinese language teachers and researchers.