教學大綱 Syllabus

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# 為補充教材

W2:語法判斷測驗Grammaticality judgment task (GJT):

Ionin, T., & Zyzik, E. (2014). Judgment and interpretation tasks in second language research. Annual Review of Applied Linguistics, 34, 37-64. (p. 37- 50的部分)

# Hu, X., & Liu, C. (2007). Restrictive relative clauses in English and Korean learners' second language Chinese. Second Language Research, 23(3), 263-287.

# Kong, S. (2012). Adult English speakers’ acquisition of Chinese count-mass classifiers (成人英語使用者對中文可數和不可數的單位用詞之習得). Journal of Chinese Linguistics, 40(2), 442-477. [a grammaticality judgment task and a multiple-choice comprehension test]

# Su, J. (2019). Reassembly of plural and human features in the L2 acquisition of Chinese by adult Korean speakers. Second Language Research, 35(4), 529-555.

W3:接受度判斷測驗Acceptability judgment task (AJT): 

Ionin, T. (2012). Formal theory-based methodologies. In A. Mackey & S. Gass (Eds.), Research methods in second language acquisition: A practical guide (pp. 30-52). (p. 39-43的部分)

Liu, F. H. (2012). L2 acquisition of the progressive marker zai in Mandarin Chinese. Chinese as a Second Language Research, 1(2),153-192. [an acceptability judgment task and a picture description task]

* Cheng, Y. W. V. & Chen, C.-Y. Doris (2017). Japanese learners' comprehension of clefts and pseudo-clefts in L2 Chinese. 華語文教學研究, 14(4), 1-34. [a grammaticality judgment task, an acceptability judgment task, and a multiple-choice question task]

* 蕭惠貞、陳品蓉（2016）。日籍學習者對於漢語趨向事件表述之認知。 華語文教學研究， 13(1)，35-68。

# Prawatmuang, W., & Yuan, B. (2020). Roles of positive and indirect negative evidence in L2 feature reassembly: An empirical study of L2 acquisition of Chinese and Thai collective markers. Journal of Second Language Studies, 3(2), 205-232.

W4:其他判斷測驗，包含強迫選擇任務(forced-choice task)

Chen, C., & Liu, F. H. (2020). L2 acquisition of the bei passive in Mandarin Chinese: A constructionist approach. Chinese as a Second Language Research, 9(2), 169-198. [a sentence choice task]

Tong, X., & Shirai, Y. (2016). L2 acquisition of Mandarin zai and -le. Chinese as a Second Language Research, 5(1), 1-25.

# Chen, Z., Xu, Y., & Xie, Z. (2020). Assessing introspective linguistic judgments quantitatively: The case of The Syntax of Chinese. Journal of East Asian Linguistics, 29(3), 311-336. [an acceptability judgment task and a forced-choice task]

W5: 產出實驗1

Eisenbeiss, S. (2010). Production methods in language acquisition research. In E. Blom & S. Unsworth (Eds.), Experimental methods in language acquisition research (pp. 11-34).

吳芙芸、盛亞南（2014）。指量詞的前置優勢及賓語關係從句的產出優勢: 漢語二語學習者視角。外語教學與研究: 外國語文雙月刊，46(3)，401-411。

查芸芸、吳思娜（2014）。漢語句法啟動效應實驗研究。語言教學與研究，1，13-19。

* Hsu, D. B., & Lin, Y. Y. (2014). Development of the abstraction of second language learners’ syntactic representation: Evidence from structural priming in different levels of proficiency. 華語文教學研究, 11(3), 1-32.

W6: 產出實驗2

Hansen, L., & Chen, Y. L. (2001). What counts in the acquisition and attrition of numeral classifiers. JALT Journal, 23(1), 83-100. (可跳過日文的部分)

# Tanaka, N., & Cherici, A. (2023). Subject advantage in L1-English learners’ production of Chinese relative clauses. Journal of Psycholinguistic Research. 52(2), 405–424.   

* 劉德馨、黃斐瑄（2015）。母語為法語、英語之華語學習者的限定成分習得。華語文教學研究，12(1)，83-117。

* Huang, Y. V., & Chen, C.-Y. D. (2009). Chinese children's acquisition of classifiers revisited. 華語文教學研究, 6(1), 1-38. [a Picture Identification Task and a Picture Description Task] (華語第一語言習得)

W8: 真假值測驗 (Truth Value Judgement Tasks，TVJT):

Ionin, T. (2012). Formal theory-based methodologies. Research methods in second language acquisition: A practical guide, 30-52. (p. 44-46的部分)

Ionin, T., & Zyzik, E. (2014). Judgment and interpretation tasks in second language research. Annual Review of Applied Linguistics, 34, 37-64. (p. 50-53的部分)

Schmitt, C., & Miller, K. (2010). Using comprehension methods in language acquisition research. In E. Blom & S. Unsworth (Eds.), Experimental methods in language acquisition research (pp. 35-56). (p. 35-43的部分)

Chen, C.-Y., & Ionin, T. (2023). Interpretation of Mandarin pronouns and reflexives by L1-Korean and L1-English learners of Mandarin. Second Language Research, 39(4), 941-968.

* Su, Y.-C. (2017) Logophoric ziji in Mandarin child language. In M. Nakayama & Y.-C. Su & A. Huang (Eds.), Studies in Chinese and Japanese Language Acquisition: In Honor of Stephen Crain (pp. 65-83). John Benjamins Publishing Co. (華語第一語言習得)

* Chen, J. (2017). When transparency doesn't mean ease: learning the meaning of resultative verb compounds in Mandarin Chinese. Journal of Child Language, 44(3), 695-718. [an elicitation experiment, but a kind of TVJT]

W10:理解測驗：圖片選擇或配對測驗 sentence-picture selection or matching task

Ionin, T. (2012). Formal theory-based methodologies. Research methods in second language acquisition: A practical guide, 30-52. (p. 44-46的部分)

Schmitt, C., & Miller, K. (2010). Using comprehension methods in language acquisition research. In E. Blom & S. Unsworth (Eds.), Experimental methods in language acquisition research (pp. 35-56). (p. 43-46的部分)

Tsoi, E. Y. L., Yang, W., Chan, A., & Kidd, E. (2019). Mandarin–English speaking bilingual and Mandarin speaking monolingual children’s comprehension of relative clauses. Applied Psycholinguistics, 40(4), 933-964. (雙語習得、一語習得)

* Fang, S., & Xu, Y. (2022). Processing and acquisition of temporality in L2 Mandarin Chinese: Effects of grammatical and lexical aspects. Frontiers in Psychology, 5137. [an online sentence-picture matching task and an offline translation task]

W11-1:句子完成或組合測驗Sentence completion or combination task

Xu, Y. (2013). CFL learners' productions of relative clauses with demonstratives: From theory to empirical research. Chinese as a Second Language Research, 2(2), 169-192. [a written sentence completion task]

*Mai, Z., & Deng, X. (2019). Selective vulnerability and dominant language transfer in the acquisition of the Chinese cleft construction by heritage speakers. Linguistic Approaches to Bilingualism, 9(2), 202-227. [a sentence completion task, a multiple choice questions task, an acceptability judgement task, and a discourse felicity ranking task]

*Xu, Y. (2014). Evidence of the Accessibility Hierarchy in relative clauses in Chinese as a second language. Language and Linguistics, 15(3), 435-464. [a written sentence combination task]

W11-2:其他理解任務

# Slabakova, R. (2015). Acquiring temporal meanings without tense morphology: The case of L2 Mandarin Chinese. The Modern Language Journal, 99(2), 283-307. [a Temporal Interpretation Choice task, a Stories task, and a Translation task]

W12:課堂和介入研究

蘇丹潔（2010）。試析“構式-語塊”教學法—以存現句教學實驗為例。漢語學習，(2)，83-90。

* Li, Y., & Yan, L. (2017). Effects of providing explicit negative evidence on students’ perception of ungrammatical sentences using –le. Chinese as a Second Language (漢語教學研究—美國中文教師學會學報), 52(3), 232-254.

* Kuo, J. Y. C., Wu, J. S., & Chung, S. C. (2011). Computer assisted learning of Chinese shape classifiers. 華語文教學研究, 8(2), 99-122.

W14:推論性統計

# Larson‐Hall, J. (2012). How to run statistical analyses. In A. Mackey & S. Gass (Eds.), Research methods in second language acquisition: A practical guide (pp. 245-274).

# Cunnings, I. (2012). An overview of mixed-effects statistical models for second language researchers. Second Language Research, 28(3), 369-382.

# Linck, J. A., & Cunnings, I. (2015). The utility and application of mixed‐effects models in second language research. Language Learning, 65(S1), 185-207.

W15: 心理語言學研究方法

賴瑶鍈(2020)。語言處理與語言學習-心理/神經語言學觀點。華文世界，(126)，73-84。

# Jegerski, J. (2014). Self-paced reading. In J. Jegerski & B. VanPatten (Eds.), Research methods in second language psycholinguistics (pp. 20-49). New York: Routledge.