“闭塞”与“浮华”:明治汉学者眼中的北京和上海

梁启超在致函日人山本宪时曾称,"北京乃最闭塞之区,上海乃最浮华之地",认为晚清日本人来游禹域者多不得实情,实因皆至京沪,无法代表中国。本文拟从任公此论出发,通过明治三大汉文体中国行纪中的城市书写,切入考察明治汉学者眼中的晚清北京和上海,探讨文学视野下的城市历史。

The Influence of Chinese Proficiency and Cultural Background on CFL Learners’Comprehension of Chinese Logogriphs

This study investigates how Chinese logogriphs are comprehended by learners of Chinese as a foreign language(CFL)with different Chinese proficiencies and cultural backgrounds.Eighty-eight CFL learners from four cultures(South Koreans,Southeast Asians,Western Caucasians and Arabs)were divided into two Chinese proficiency groups according to their HSK scores,and 15 L1 Chinese speakers also took part in the experiment as a control group.The participants were asked to write down how they interpreted Chinese logogriphs in questionnaires.An ANOVA analysis was conducted to examine the effects of Chinese proficiency and cultural background on logogriph comprehension.The results indicate that the accuracy of logogriph comprehension and the frequency of adopting logogriph-solving strategies positively correlated with the learners’Chinese proficiency,and that those with higher proficiency used more linguistic and cultural knowledge of the target language.As for cultural influence,Western Caucasians tended to think more visually than the other three cultural groups,and South Koreans and Southeast Asians were better at activating Chinese semantic knowledge.The closer the CFL learners’culture is to Chinese culture,the more similar strategies they adopted to those of L1 Chinese participants.Moreover,the participants’Chinese proficiency and cultural background show an interactive effect on their logogriph comprehension,with the former factor having a greater influence than the latter in this process.

On L2 English Learners’Formulaic Language Use and Spoken English Fluency

This study explored the distribution of three types of English formulaic language, which involves four categories in L1 Chinese L2 English learners’ speaking performance. In addition, it investigated the relationship between the English learners’ use of formulaic language and their spoken English fluency. A CCA(canonical correlation analysis) was conducted to examine the correlations between two sets of fluency variables(dependent variables) and linguistic variables of English formulaic language use(independent variables). The fluency variable set consists of:(1)temporal indices such as SR(speech rate), AR(articulation rate), MLR(mean length of run), and PTR(phonation time ratio);(2) linguistic variables of English formulaic language like F2 R(twoword formulaic sequences/run ratio, B3 R(three-word lexical bundles/run ratio), and B4 R(fourword lexical bundles/run ratio). These are calculated according to the frequency of the English formulaic language in the speech samples of the participants(n = 86) across three academic levels.The results indicate that the learners’ spoken English fluency is highly related to their use of English formulaic language. Its limitations and future research directions are also discussed.

明末清初北学的先驱——《乾坤大略》及其作者王余佑

20世纪40年代嵇文甫论清初北学,以孙奇逢、李颙为两大宗,其后分布为河南、河北、关中、山西、山东诸儒,而归结于颜李学派②。而早在20世纪20年代梁启超对清学的分疏,则以顾炎武、黄宗羲、王夫之、颜元四人并称,而同归为王学。并进而比较各宗异同说:'同一王学之反动也,而其反动所趋之方向各不同。黄氏始终不非王学,但是正其末流之空疏而己。顾、王两氏黜明存宋,而顾尊考证,王好名理。若颜氏者,则明目张胆以排程、朱、陆、王,而亦菲薄传注考证之学,故所谓宋学、汉学者,两皆吐弃,在诸儒中尤为挺拔,而其学卒不显于清世.

THE EFFECT OF THE USE OF ADVERBIAL CONNECTORS ON CHINESE EFL LEARNERS' ENGLISH WRITING QUALITY

This paper reports a corpus-based study on the use of adverbial connectors by Chinese non-English major EFL learners with different English proficiency levels. Research results show that there is a significant correlation between the learners' use of adverbial connectors and their writing quality. The Chinese learners with higher linguistic proficiency use more tokens and types of adverbial connectors and perform better in the use of adverbial connectors in terms of stylistic awareness in their writings than those with lower linguistic proficiency.

COMPREHENSION OF L2 IDIOMS BY CHINESE EFL LEARNERS——EFFECTS OF IDIOM TYPE AND PROFICIENCY LEVEL

The study investigates: (1) how different idiom types, classified on the basis of a cross-linguistic comparison of Chinese and English idioms in terms of conceptual basis, affect English idiom comprehension as revealed from both the general performance and the on-line processing strategies adopted by Chinese EFL learners at different proficiency levels, and (2) to what extent can the observed learner behavior be accounted for within the theoretical framework of idiom comprehension. The study has provided empirical evidence for the configuration hypothesis of idiom comprehension.

Predictors of Foreign Language Anxiety: A Study of College-Level L2 Learners of Chinese

This study investigated seven learner variables （i.e., age, motivation, perception of the difficulty of the Chinese language, self-perceived achievement, self-perceived language learning ability, self-expectation in the Chinese class, and perception of the importance of the Chinese language） as potential predictors of Chinese language learning anxiety. Correlation analyses showed that all seven variables were significantly correlated with anxiety level in isolation. Perception of the difficulty of the Chinese language and age were found to have positive relationships with anxiety, whereas the remaining five variables were reported to have negative relationships. Multiple regression analysis revealed that all the variables except self-expectation in the Chinese class and perception of the importance of the Chinese language contributed significantly to the prediction of Chinese language learning anxiety when examined simultaneously. The five significant predictors altogether explained 34.7% of the variance in anxiety. Perception of the difficulty of the Chinese language was found to be the best predictor and self-perceived achievement the second-best predictor, followed by self-perceived foreign language learning ability, age, and motivation.

Developing Chinese Complimenting in a Study Abroad Program

This article reports on an empirical study investigating what and how two college-level American learners of Mandarin Chinese developed their own understanding of the Chinese complimenting speech act while participating in a 7-week intensive language study abroad program. A case study approach was adopted with a focus on participants＇ self-reflection data supplemented with the researcher＇s observation data to unpack each participant＇s pragmatic developmental process throughout the program. Guided by sociocultural theory, the study uncovered the dynamic, complex and highly individualized developmental process each participant experienced. The findings revealed that Chinese people＇s special treatment of the two American students provided more constraints than opportunities for them to acquire Chinese complimenting. However, the learners＇ own motivation and approaches to learning also significantly shaped their learning process and outcomes. Pedagogical suggestions for Chinese pragmatic development in study abroad contexts are provided.

A Case Study on Intermediate CSL Learners' Word Recognition Processes and Strategies in Contextual Reading Settings

This study investigates word recognition processes and strategies of intermediate learners of Chinese as a Second Language （CSL） in contextual reading settings. Two intermediate CSL learners were chosen as research participants, and think-aloud methods and retrospective interviews were used to collect data. The data were analyzed by using Moustakas＇ data analysis procedure, CresweU＇s three steps and Bogdon and Biklen＇s data analysis methods. Results indicated that intermediate CSL learners go through different processes of word recognition as it might be automatic, based on context, pronunciation, previous knowledge and the meaning of characters, or, in case of word recognition failure, skipping the words or skipping them but reading them again later; and their word recognition strategies in contextual reading settings mainly include cognitive strategies and self-regulatory strategies. Among these strategies, cognitive strategies consist of direct transformation, translation, interpretation, guessing, inferring and finding key words; and self-regulatory strategies include metacognitive strategies, behavior regulating strategies, emotion regulating strategies and motivation regulating strategies. A model of intermediate CSL learners＇ word recognition strategies can be constructed based on the results. The present study provides both theoretical and pedagogical implications in the field of CSL vocabulary acquisition and teaching.

A Case Study on Elementary CSL Learners' Reading Anxiety

This paper reports a case study that explores elementary learners＇ reading anxiety over Chinese as a second language （CSL）. Two elementary CSL learners were chosen as research participants. Lived experience descriptions, think-aloud, retrospective interviews, field observations, and research journal writings were used to investigate the sources of elementary CSL learners＇ reading anxiety and the ways employed to reduce their reading anxiety. The data were analyzed by Moustakas＇ （1994） data analysis procedures, Creswell＇s （2007） three steps, and Bogdon ＆ Biklen＇s （1992） data analysis methods. Results show that elementary CSL learners do have reading anxiety in their reading process and the sources of the anxiety include cross-linguistic differences between English and Chinese expressions, lack of previous knowledge, difficult and complex vocabulary, wrong guesses, and comprehension difficulties. Both participants tried to use strategies such as guessing, looking up words, understanding two character words based on the meaning of each character, skipping and keepitag reading, and using previous knowledge to predict the rest of the text to reduce their reading anxiety. The present study provides both theoretical and pedagogical implications in the field of CSL reading learning and teaching.

The Effects of Recasts and Working Memory on the Development of Implicit and Explicit Knowledge

This paper aims to investigate the effects of recasts and working memory on the acquisition of Korean morphological causatives by advanced Chinese learners of Korean. Participants were randomly assigned to two groups： A experimental group and a control group. The experimental group received intensive recasts during task-based interaction, whereas the control group did not. The effects of recasts were measured by two types of tests： An elicited imitation test, as a measure of implicit knowledge, and an untimed grammaticality judgment test, as a measure of explicit knowledge. The findings are as follows. First, from the pretest to the delayed posttest, recasts facilitated the learners＇ acquisition of causative construction by developing both their implicit and explicit knowledge. Second, the results of delayed posttests showed that recasts were more effective in aiding the development of implicit knowledge than explicit knowledge. Third, working memory was found to be a significant covariate in the facilitative effects of recasts on explicit knowledge; that is, it mediated the development of explicit knowledge via recasts as a significant individual difference factor. The effects of recasts were maintained even when the impact of working memory was controlled. （189 words）

Interpretation of English Ambiguous VerbLocative Prepositional Phrase Constructions by Mandarin and Spanish Speakers:Evidence for the Representational Deficit Hypothesis

This paper presents an empirical study of the acquisition of English ambiguous verb-locative prepositional phrase constructions （VLPPs） by adult Mandarin and Spanish speakers. This study assumes that the semantic properties of the target VLPPs that relate to change-of-location in sentences such as The boat floated under the bridge arise from an uninterpretable syntactic feature selected by English but unselected by Mandarin Chinese and Spanish. Results obtained from an animated cartoon selection task indicate that neither the Mandarin nor the Spanish speakers at any level of English proficiency possess native-like interpretative knowledge. Tense/ Aspect effects on the interpretation of the target constructions by Spanish speakers were also found. These results are interpreted as consistent with the Representational Deficit Hypothesis view （Hawkins, 2003, 2005） of adult second language acquisition.