Dissertation
A case study of dynamic assessment and concept-based language instruction of the Chinese aspectual particle LE
University of Iowa
Doctor of Philosophy (PhD), University of Iowa
Spring 2023
DOI: 10.25820/etd.007092
Abstract
The Chinese aspectual marker LE is a challenging language construction for Chinese learners across proficiency levels due to its multiple form-meaning mappings. Previous studies on linguistic analyses, second language acquisition and pedagogy show a lack of design-based pedagogical research exploring the reasons underlying learner errors, including learner perspectives on learning difficulties and generating directly applicable implications for teaching and learning. This case study attempts to bridge the gap between previous linguistic and acquisition studies and pedagogical research by exploring an innovative teaching approach that integrates dynamic assessment (DA) and concept-based language instruction (C-BLI). This study further investigates the learner misconceptions, collects their feedback on mediations in DA and C-BLI, and generates implications on how C-BLI can be integrated into the pedagogical curriculum across proficiency levels.
This qualitative study aims to address two research questions: 1) How does dynamic assessment (DA) reveal learning difficulties and the development potential of learners across proficiency levels? and 2) How do learners across proficiency levels respond to mediated and Concept-based Language Instruction on LE? Participants of this study are four intermediate-level students and four advanced-level students enrolled in a Chinese program at an American college in the Midwest. Their performance on DA and responses to C-BLI mediated learning were analyzed and coded both inductively and deductively to summarize typical error types. Individual case reports were also generated for each participant to record their learning procedure and trajectory.
Results of this study show that learners lack coherent conceptual knowledge on the functions of LE because of over reliance on meaning-focused implicit grammar learning, which gives rise to one-to-one form-meaning mappings. However, they respond well to mediated learning based on the scientific concepts helping outline the underlying concepts of LE and connecting various functions holistically. The study highlights the significance of clear initial explicit knowledge presentation in grammar learning, specifically, it emphasizes the careful selection and presentation of concepts through conceptual maps in C-BLI. At the same time, the study discloses the interaction between individual differences such as prior knowledge and previous learning experience and the learner response to this teaching approach. It also accentuates the potential overshowing effects inhibiting conceptual establishment and expansion in explicit learning of grammar, which require contextualized learning and practice. Thus, the study calls for an integrated and balanced focus on form and meaning in future pedagogical practice.
Details
- Title: Subtitle
- A case study of dynamic assessment and concept-based language instruction of the Chinese aspectual particle LE
- Creators
- Xi Ma
- Contributors
- Chuanren Ke (Advisor)Helen Shen (Committee Member)Lia Plakans (Committee Member)Pamela Wesely (Committee Member)
- Resource Type
- Dissertation
- Degree Awarded
- Doctor of Philosophy (PhD), University of Iowa
- Degree in
- Second Language Acquisition
- Date degree season
- Spring 2023
- DOI
- 10.25820/etd.007092
- Publisher
- University of Iowa
- Number of pages
- xvii, 252 pages
- Copyright
- Copyright 2023 Xi Ma
- Language
- English
- Date submitted
- 04/13/2023
- Date approved
- 06/30/2023
- Description illustrations
- illustrations, tables
- Description bibliographic
- Includes bibliographical references (pages 227-237).
- Public Abstract (ETD)
- The Chinese aspectual marker LE is a notoriously difficult language form for English-speaking Chinese as a Second Language (CSL) leaners due to its multifunctionality and the disparity between the tense-aspect systems in Chinese and English. This case study investigates a pedagogical approach in teaching and learning of the Chinese aspectual marker LE through two instruments, Dynamic Assessment (DA) and Concept-based Language Instruction (C-BLI). DA engages students in a conversation with the assessor who provides gradual prompts that are contingent upon learner responses to the questions. C-BLI presents the abstract and scientific concepts underlying language constructions via conceptual diagrams that integrate textual and iconic information for easier information processing. Eight CSL learners at the intermediate- and advanced-level participated in this study and their verbalization during DA and mediated C-BLI sessions were collected, coded, and analyzed. Results reveal that DA has strong diagnostic power in revealing current conceptual knowledge, misconceptions and learning potential. Learners across proficiency levels benefit from the learning experience with the external mediation provided by the instructor to develop and expand conceptual knowledge, while experiencing a dynamic and recursive learning process and exhibiting variability in their responses to the mediated learning due to the differences in proficiency levels, heritage languages and other individual differences. Instructional implications in DA and C-BLI in future L2 grammar instruction and Chinese pedagogical grammar are also explored.
- Academic Unit
- Second Language Acquisition
- Record Identifier
- 9984424791802771
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