1. The Use of Cohesive Devices in High School Chinese Dual Language Immersion (DLI) Learners' Writing
- Author
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Teh-yi Dori Huang
- Abstract
Attaining Advanced proficiency and beyond has been a principal goal for second language learners, practitioners, and researchers. Achieving this level in writing requires producing connected discourse of paragraph-level length and nurturing the ability to arrange various linguistic units to form a unified and cohesive whole. This ability, known as discourse competence, is mainly realized through employing diverse cohesive devices to ensure the logical flow of the propositions in the discourse. The proliferation of Dual Language Immersion (DLI) programs across the United States in recent decades attests to the aspiration of promoting bi-/multilingualism that commits to nurturing Advanced language proficiency in an articulated long-term educational model. However, little is known about how DLI learners, Chinese in particular, demonstrate their language proficiency after elementary education. Building upon reflections on the construct of discourse competence and proficiency measurements and by analyzing 200 samples produced by 50 students, this study investigated the linguistic features exhibited in writing samples produced by high school Chinese DLI learners to examine "what" and "how well" they employed three cohesive devices - connectives, connectors, and frame setters - in constructing their written discourse. The study found that most participants were low-to-mid Intermediate-range writers who produced sentence-level text types. These learners used more simple and compound sentence-level (connectives and frame setters) than inter-sentence-level cohesive devices (connectors). Moreover, the syntactic accuracy was higher than its semantic counterpart for connecting cohesive devices (connectives and connectors). In contrast, framing cohesive devices (frame setters) showed higher accuracy semantically than syntactically. Furthermore, there was a statistically significant difference between Intermediate Low and Intermediate Mid groups in spatial frame setter syntactic accuracy. This study fills an empirical gap in describing secondary Chinese DLI learners' written proficiency attainment. Theoretically, it contributes to a refined understanding of Chinese cohesive devices by using two lenses to analyze cohesive devices: from the perspective of text organization (words-phrases, sentences, paragraphs) and from the cohesive mechanisms (connecting versus framing). The latter lens combines conventional research on connecting devices and insights from Chinese "topics" and a cognitive-functional approach. This synthesis expands the conceptualization of Chinese cohesive devices and text cohesion through a more refined analytical framework. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2023