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IntroductionClinical understanding of primary progressive aphasia (PPA) has been primarily derived from Indo-European languages. Generalizing certain linguistic findings across languages is unfitting due to contrasting linguistic structures. While PPA patients showed noun classes impairments, Chinese languages lack noun classes. Instead, Chinese languages are classifier language, and how PPA patients manipulate classifiers is unknown.MethodsWe included 74 native Chinese speakers (22 controls, 52 PPA). For classifier production task, participants were asked to produce the classifiers of high-frequency items. In a classifier recognition task, participants were asked to choose the correct classifier.ResultsBoth semantic variant (sv) PPA and logopenic variant (lv) PPA scored significantly lower in classifier production task. In classifier recognition task, lvPPA patients outperformed svPPA patients. The classifier production scores were correlated to cortical volume over left temporal and visual association cortices.DiscussionThis study highlights noun classifiers as linguistic markers to discriminate PPA syndromes in Chinese speakers.HighlightsNoun classifier processing varies in the different primary progressive aphasia (PPA) variants. Specifically, semantic variant PPA (svPPA) and logopenic variant PPA (lvPPA) patients showed significantly lower ability in producing specific classifiers. Compared to lvPPA, svPPA patients were less able to choose the accurate classifiers when presented with choices. In svPPA, classifier production score was positively correlated with gray matter volume over bilateral temporal and left visual association cortices in svPPA. Conversely, classifier production performance was correlated with volumetric changes over left ventral temporal and bilateral frontal regions in lvPPA. Comparable performance of mass and count classifier were noted in Chinese PPA patients, suggesting a common cognitive process between mass and count classifiers in Chinese languages.

This paper reports on the process of developing an original framework for conceptualising and measuring language learner well-being within the context of heritage language (HL) learning. Drawing on a quantitative validation study with 545 young Chinese heritage language (CHL) learners, aged 7–18, in the UK, this paper presents an empirically validated model alongside a self-report instrument designed to measure learner well-being. A comprehensive development and validation process yielded a 24-item Language Learner Well-being Scale, exhibiting robust psychometric properties, including face, content, construct validity, and internal reliability. Results from exploratory and confirmatory factor analyses uncovered a four-factor model of language learner well-being – enjoyment, connectedness, meaning, and competence – which represent the key pillars of flourishing among CHL learners. This multi-dimensional model provides potential pathways through which flourishing can be actively promoted in HL learning, with implications that are applicable to wider second/foreign language learning contexts. By exploring what constitutes well-being and developing an effective measure, the study also sets the stage for meaningful interventions in the future to optimise students’ language learning experience. [ABSTRACT FROM AUTHOR]

This paper aims to reveal different stakeholders’ beliefs and opinions on heritage language maintenance and complementary schools in the Netherlands, namely those of parents, educators, and students. A case study was conducted at a Chinese school in the south of the Netherlands. In-depth semi-structured interviews were conducted with 21 respondents (N = 21) consisting of nine parents, eight educators, and four students. The results reveal that (1) Chinese parents value their children learning both Dutch and Mandarin due to economic, socio-cultural, and identity factors; (2) Heritage language maintenance is perceived by parents and educators as vital in ethnic grouping (sense of belonging), connection with the heritage culture, and for instrumental purposes. They also recognise Mandarin as a new diasporic linguistic standard replacing Cantonese; (3) Chinese parents view complementary schools as a platform to strengthen their ethnic bonding and community formation. Despite students’ perceptions of heritage language maintenance do not align with adults’ (parents and educators) views, their identity construction in complementary schools is in line with adults’ expectations. [ABSTRACT FROM AUTHOR]

The article discusses the conceptual and methodological challenges surrounding complexity and difficulty in second language acquisition research. It highlights the distinction between complexity as structural properties of linguistic items and difficulty as cognitive costs associated with acquiring and using these items. The authors propose core measures for researchers to promote replicability and knowledge accumulation. The commentary also touches upon debates on complexity measurement, syntactic units of analysis, and the consideration of word meanings in analyzing complexity and difficulty. The article emphasizes the need for complementary measures at different levels of granularity and sensitivity to language-specific features. [Extracted from the article]

This longitudinal study examines the effects of a pre‐study abroad (SA) pedagogic intervention and subsequent SA experience on second language (L2) Mandarin fluency. It explores two temporal aspects of oral fluency—planning time and speech rate—along with one performance measure, duration of response. Additionally, L2 contact data were included as a supplementary variable in the analysis. The experimental group was assessed at three points: before instruction (T1), after 2 weeks of instruction (T2), and post‐SA (T3). A non‐instructed control group that participated in the SA period provided baseline data. Both groups demonstrated improved fluency after the SA period, with the experimental group showing superior performance in planning time, speech rate, and duration of response. The greatest reduction in between‐group differences occurred at T2 and persisted over time. These findings highlight that combining targeted instruction with exposure is highly effective, with L2 contact strongly correlating with overall fluency gains. [ABSTRACT FROM AUTHOR]

English plays an irreplaceable role as a bridge of global communication. However, the cultural differences between China and the West have a profound impact on English learning and translation practice, resulting in the reduction of semantic accuracy and information richness, which damages the effect of communication and restricts the style of translation. These cultural differences not only lead to understanding errors in the translation process, but also lead to the loss of cultural connotation, the conflict of expression and the mismatch of logical structure, thus increasing the complexity and challenge of English translation. To solve these problems, this paper suggests some strategies to alleviate the influence of Chinese and Western cultural differences on English translation, such as enhancing the training of cultural awareness, improving the accurate grasp of the context, flexibly adjusting the ways of language expression and optimizing the logical expression structure. In addition, it is emphasized that while mastering language skills, English learners should deeply understand and respect the cultural background of the source language and the target language, so as to improve the quality of translation and the effectiveness of communication. These measures will help English learners to translate and apply English more accurately and freely, not only in the literal sense of the language, but also in the cultural level. [ABSTRACT FROM AUTHOR]

The ability to produce a well-written text in English using multiple material resources, such as integrated writing (IW), is widely recognised as a crucial literacy skill for tertiary students. While previous researchers have extensively examined the factors contributing to second language (L2) English integrated writing, the impact of students’ first-language (L1) Chinese writing strategic knowledge and skills on L2 writing performance has received limited empirical attention. Therefore, this study aimed to investigate the simultaneous relationship between L1 and L2 writing strategy use, L1 writing skills, and L2 IW performance among 239 Chinese university students. Results from structural equation modelling revealed that L1 IW strategy use could predict L2 IW strategy use. Furthermore, the use of L1 IW strategies indirectly predicted L2 IW performance through the use of L2 IW strategies. This study contributes to the existing literature by extending research on cross-language effects in the IW context. Additionally, based on the findings, pedagogical implications for teaching IW across two languages are proposed. [ABSTRACT FROM AUTHOR]

With its growing global visibility and usage, Chinese has evolved into a regional and emerging global lingua franca, spoken by a significant population of L1/L2 speakers. This study expanded world Englishes/English as a lingua franca research to explore language attitudes and identity across diverse English and Chinese varieties. It compared educated stakeholders' (university students/professionals) (N = 1481) attitudes towards different L1/L2 varieties of English and Putonghua/Mandarin in Hong Kong, where both languages play an essential role under its ‘biliterate, trilingual' language policy. Findings derived from the verbal-guise technique suggest a hierarchy exists in the status of these language varieties, with L1 English at the top. A further evaluation of these varieties in the status/solidarity dimension indicates that Hongkongers' identity construction may involve proficient/L1-based English and a Putonghua variety, including Hong Kong Putonghua. Furthermore, the findings underscore the dynamic nature of language attitudes depending on contexts, pointing to a greater acceptance of L2 English and Putonghua/Mandarin varieties in less formal/more interactional L2-L2 communication. They also show a potential relationship between language attitudes and one's working experience/awareness. The paper argues that adopting a pluricentric framework to (re)conceptualise Chinese can provide valuable insights into its role in multilingual societies, identity construction, and Chinese language education. [ABSTRACT FROM AUTHOR]

We contribute to the literature on intentions to report wrongdoing by examining whether Chinese internal auditors make consistent judgments when an ethical dilemma is presented in English and when the same dilemma is presented in Chinese. We invoke cultural frame switching theory, and our findings, which are based on a randomized experiment using between-subjects and within-subject mixed design, support the hypothesis that Chinese internal auditors are more likely to report wrongdoing when the ethical dilemma is presented in English than when it is presented in Chinese. Our results, which demonstrate that internal auditors make inconsistent ethical judgments in English and Chinese, point to language-triggered cognitive bias resulting from cultural mindsets. We suggest practical interventions and language strategies to improve audit quality. [ABSTRACT FROM AUTHOR]

The left ventral occipitotemporal cortex (lvOT) has been consistently identified as a crucial structure in word reading, and its function varies across subregions. Nevertheless, the specific function of the lvOT and its subregions remains controversial because the obvious grapheme‐to‐phoneme correspondence rules of alphabetic languages make it difficult to disentangle the contributions of orthography and phonology to neural activations. To explore information processing in lvOT subregions, the present study manipulated the orthography and phonology in a factorial design and used the fMRI rapid adaptation paradigm. The results revealed a posterior‐to‐anterior functional gradient in lvOT in Chinese word reading and specified that the functional transition from sublexical to lexical processing occurred in the middle subregion close to the classic VWFA. More importantly, we found that the middle and posterior subregions of lvOT are responsible for processing both orthographic and phonological information during Chinese word reading. These results elaborated the function of the lvOT in Chinese word reading. [ABSTRACT FROM AUTHOR]

Tests of Aptitude for Language Learning (TALL) is an openly accessible internet-based battery to measure the multifaceted construct of foreign language aptitude, using language domain–specific instruments and L1-sensitive instructions and stimuli. This brief report introduces the components of this theory-informed battery and methodological considerations for developing it into an open research instrument. It also presents the preliminary results from the initial validation of TALL carried out on data collected from Chinese L1 participants (n = 165) from a university setting who took two rounds of tests (with counterbalanced test items) with a minimum 30-day interval. The results of data analyses at subtest, item, and battery levels suggest that, in general, TALL has satisfactory reliability and can be used to measure aptitude conceptualized in the theoretical frameworks on which it has been developed. This report also highlights the value of TALL as a convenient data collection tool openly accessible to any researcher for free, its potential for facilitating an open data pool for high-quality syntheses of aptitude-related research findings, and its implications for Open Research practices in testing language-related constructs. [ABSTRACT FROM AUTHOR]

This target paper builds on previous literature in Budai Rukai to develop a nuanced framework for examining the syllable structure and the impact of Chinese language education on speakers' judgments. It demonstrates new dimensions of overarching corroboration of intonational phonology and is a worthwhile endeavor. In this commentary, I address the issues of elicitation tasks and language contact by illustrating that the syllable structure of Budai Rukai is still undergoing age-related changes and remains to be discussed. [ABSTRACT FROM AUTHOR]

Emotional blackmail is a way of communication that forces people around them to listen to their requirements by emotional pressure. It can easily lead to negative emotions and even psychological problems of the other side, then affect the communication effect. In order to detect emotional blackmail utterance in daily communication scenarios and improve the communication effect, this paper developed an emotional blackmail utterance detection system based on Chinese text similarity evaluation. Firstly, this paper labelled the collected data based on Susan Forward's emotional blackmail theory, and construeted an emotional blackmail corpus and a test set. Secondly, this paper analyzed the expression modes of emotional blackmail, and designed text similarity evaluation methods based on part of speech and semantic words respectively, then formed an emotional blackmail utterance detection algorithm based on Chinese text similarity evaluation. Thirdly, this paper carried out experiments on the constructed datasets. The average recall and F1-score of the proposed algorithm are 95.21% and 79.95% respectively, which are better than the compared algorithms. Finally, this paper integrated an emotional blackmail utterance detection prototype system based on the proposed algorithm. Under different testing conditions, system test results show that the average recall is 87.24%, which shows good robustness and detection performance. [ABSTRACT FROM AUTHOR]

Students' learning is deeply rooted in both home and school environments. This necessitates a person-and-context perspective that considers individual, home, and school factors. This study delved into second language learning, an area inherently intertwined with these settings. Utilizing hierarchical linear modeling, the study involved 2,310 fifth-grade English–Chinese bilingual students and 109 teachers across 109 classrooms in 23 Singaporean primary schools where Chinese is taught as a second language. We examined the class compositional effect of Chinese use at home on students' Chinese language achievement and the cross-level interactions between classroom goal structures (mastery and performance goal structures) and Chinese use at home in predicting Chinese language achievement. Aggregated class-level Chinese use at home exhibited a compositional effect on students' Chinese language achievement. Additionally, the class-level Chinese use at home strengthened the positive relation between individual students' home language use and their achievement in Chinese. Moreover, classroom mastery goal structure demonstrated significant moderating effects on the relation between students' Chinese use at home and Chinese language achievement. While Chinese use at home was positively related to achievement, this relation was weaker in classes with high mastery goal structure and stronger in classes with low mastery goal structure. No main effect or interaction effect concerning classroom performance goal structure was observed. These findings highlight the intricate relation between home language exposure and classroom goal structures. Being surrounded by peers who use the second language often at home may enhance second language achievement. Furthermore, mastery-focused environments may compensate for students with limited second language exposure at home. Educational Impact and Implications Statement: Students' success in learning a second language, such as Chinese, is significantly shaped by both their home language use and the classroom environment. Our study found that classrooms where students use Chinese often at home showed better language achievement. Nevertheless, classrooms emphasizing skill mastery can compensate for students who have limited second language exposure in their homes. [ABSTRACT FROM AUTHOR]

The parts of speech system and lexical flexibility in Mandarin Chinese (henceforth Chinese) has long been subjects of debate due to the pervasive zero coding of action reference constructions. In this article, we analyze properties of the Chinese Action Reference Construction from the perspective of Radical Construction Grammar (Croft 2001, 2022), focusing on its structural coding, behavioral potential, productivity, and semantic shifts. We also discuss typological features that potentially reinforce lexical flexibility in Chinese, and the implications that the language-specific properties of Chinese present for cross-linguistic discussions of parts of speech. Specifically, reference, instead of predication, is the most flexible information-packaging function in Chinese, challenging the privileged status of predication established in previous studies on parts of speech and lexical flexibility. [ABSTRACT FROM AUTHOR]

While previous studies on ostensible speech acts mainly concern ostensible invitations, ostensible refusals or ostensible compliments, few have touched upon ostensible criticisms. To fill the knowledge gap, this study collected online data through Baidu search engine to examine criticisables and functions of ostensible criticisms in Chinese contexts, and discusses the underlying sociocultural factors. The findings reveal that (1) the criticisables are "good shortcomings" that can range from addressee's being overworking to absentee's being too showy. (2) such ostensible criticisms can function to express implicit flattery, construct positive image or convey humblebrag; and (3) factors such as conflicting communicative needs, belief in Confucian doctrines of " lǐmào " (politeness) and " héxié " (harmony), and face sensitivities may underlie the performance of ostensible criticisms in Chinese context. • Criticisms can become ostensible in Chinese context. • "Good shortcomings" constitute criticisables of ostensible criticisms. • The performing of ostensible criticisms can fulfill specific functions. • Chinese people's use of ostensible criticisms stems from various factors. [ABSTRACT FROM AUTHOR]

Investigation of affective and semantic dimensions of words is essential for studying word processing. In this study, we expanded Tse et al.'s (Behav Res Methods 49:1503–1519, 2017; Behav Res Methods 55:4382–4402, 2023) Chinese Lexicon Project by norming five word dimensions (valence, arousal, familiarity, concreteness, and imageability) for over 25,000 two-character Chinese words presented in traditional script. Through regression models that controlled for other variables, we examined the relationships among these dimensions. We included ambiguity, quantified by the standard deviation of the ratings of a given lexical variable across different raters, as separate variables (e.g., valence ambiguity) to explore their connections with other variables. The intensity–ambiguity relationships (i.e., between normed variables and their ambiguities, like valence with valence ambiguity) were also examined. In these analyses with a large pool of words and controlling for other lexical variables, we replicated the asymmetric U-shaped valence–arousal relationship, which was moderated by valence and arousal ambiguities. We also observed a curvilinear relationship between valence and familiarity and between valence and concreteness. Replicating Brainerd et al.'s (J Exp Psychol Gen 150:1476–1499, 2021; J Mem Lang 121:104286, 2021) quadratic intensity–ambiguity relationships, we found that the ambiguity of valence, arousal, concreteness, and imageability decreases as the value of these variables is extremely low or extremely high, although this was not generalized to familiarity. While concreteness and imageability were strongly correlated, they displayed different relationships with arousal, valence, familiarity, and valence ambiguity, suggesting their distinct conceptual nature. These findings further our understanding of the affective and semantic dimensions of two-character Chinese words. The normed values of all these variables can be accessed via https://osf.io/hwkv7. [ABSTRACT FROM AUTHOR]

Speakers of weak future time reference (FTR) languages (e.g., Chinese) do not need to grammatically mark future events, whereas speakers of strong FTR languages (e.g., English) do. We conjectured that weak FTR languages lead speakers to hold less precise beliefs about timing and, hence, are associated with higher stock price crash risk. Accordingly, using a comprehensive sample of firms in 36 countries (regions) with 221,414 observations from 1988 to 2017, we found that stock price crash risk was significantly higher in regions dominated by speakers of weak FTR languages. Furthermore, the effect of FTR on stock price crash risk was weakened in countries with stronger formal and informal institutions (e.g., high disclosure quality, greater transparency, and less corruption). Our results gave a new explanation for the heterogeneity in stock price crash risk, provided insights into whether language is an economic institution, and added to the research on the effects of languages on economic and financial outcomes. [ABSTRACT FROM AUTHOR]

Named Entity Recognition (NER) is a crucial component of Natural Language Processing (NLP). When dealing with the high diversity and complexity of the Chinese language, existing Chinese NER models face challenges in addressing word sense ambiguity, capturing long-range dependencies, and maintaining robustness, which hinders the accuracy of entity recognition. To this end, a Chinese NER model based on multi-level representation learning is proposed. The model leverages a pre-trained word-based embedding to capture contextual information. A linear layer adjusts dimensions to fit an Extended Long Short-Term Memory (XLSTM) network, enabling the capture of long-range dependencies and contextual information, and providing deeper representations. An adaptive multi-head attention mechanism is proposed to enhance the ability to capture global dependencies and comprehend deep semantic context. Additionally, GlobalPointer with rotational position encoding integrates global information for entity category prediction. Projected Gradient Descent (PGD) is incorporated, introducing perturbations in the embedding layer of the pre-trained model to enhance stability in noisy environments. The proposed model achieves F1-scores of 96.89%, 74.89%, 72.19%, and 80.96% on the Resume, Weibo, CMeEE, and CLUENER2020 datasets, respectively, demonstrating improvements over baseline and comparison models. [ABSTRACT FROM AUTHOR]

Natural language understanding is a foundational task in medical dialogue systems. However, there are still two key problems to be solved: (1) Multiple meanings of a word lead to ambiguity of intent; (2) character errors make slot entity extraction difficult. To solve the above problems, this paper proposes a character-word information interaction framework (CWIIF) for natural language understanding in the Chinese medical dialogue domain. The CWIIF framework contains an intent information adapter to solve the problem of intent ambiguity caused by multiple meanings of words in the intent detection task and a slot label extractor to solve the problem of difficulty in yellowslot entity extraction due to character errors in the slot filling task. The proposed framework is validated on two publicly available datasets, the Intelligent Medical Consultation System (IMCS-21) and Chinese Artificial Intelligence Speakers (CAIS). Experimental results from both datasets demonstrate that the proposed framework outperforms other baseline methods in handling Chinese medical dialogues. Notably, on the IMCS-21 dataset, precision improved by 2.42%, recall by 3.01%, and the F1 score by 2.4%. [ABSTRACT FROM AUTHOR]

Copyright of Modern Educational Technology is the property of Editorial Board of Modern Educational Technology, Tsinghua University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Modern Educational Technology is the property of Editorial Board of Modern Educational Technology, Tsinghua University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper employs the framework of "dynamic categorization" from cognitive linguistics to examine a more radical phase of word meaning derivation. Specifically, it investigates the interaction between word meaning categories and de-categorization in order to elucidate the principles governing word meaning derivation. Through a comprehensive analysis of extensive Chinese and English corpora, our findings indicate that the interaction between word meaning categories primarily is manifested in two forms: (1) expansion between adjacent categories; (2) expansion between analogous categories. The expansion between adjacent categories encompasses linguistic, conceptual, and factual expansions, whereas expansion between analogous categories involves both objective and psychological similarities. Such interaction between word meaning categories may result in partial grammaticalization, antonymization, and polysemy. De-categorization, on the other hand, is primarily achieved through word conversion, grammaticalization, and subjectivization. These processes contribute to the evolution of word meaning beyond conventional clustering models, transitioning from concrete to abstract and from literal to figurative interpretations. [ABSTRACT FROM AUTHOR]

Traditional Chinese architecture boasts a unique style and profound cultural connotations. Accordingly, the related literary works attain value for international dissemination. The four-character structures in these works serve as concise expressions for describing architectural details and design concepts. However, due to their linguistic implicitness, grammatical structure diversity, and rich cultural images, their translation into English requires multidimensional shift, redundancy elimination, and the avoidance of cultural defaults. This research has developed an effective translation workflow that leverages the synergistic strengths of Large Language Models (LLMs) and the human translator. By strategically employing tailored methods and techniques, it addresses the challenges in the translation process. Analysis suggests: It is recommended that the technique of shift be employed to address the implicit content and complex grammatical structures in translating four-character structures in Chinese literary works on traditional architecture into English. Besides, the selective application of combination and omission can help deal with information redundancy. Furthermore, it is advisable to apply foreignization and a combined method of literal translation and paraphrasing in conveying cultural images. These approaches will, to a certain extent, convert the untranslatability of four-character structures into translatability, enhancing the dissemination of the essence of traditional Chinese architecture. [ABSTRACT FROM AUTHOR]

The Hmong, a Chinese ethnic minority, possess a rich cultural heritage. Due to their unique history of exile and migration, the Hmong have scant documentation of their vanishing cultural heritage. The Hmong oral epic constitutes a vital component of documenting Hmong culture. Thus, this paper delves into the translation of the Hmong Oral Epic 'Creating Heaven and Earth', focusing on folklore terms as fundamental units for analyzing Hmong culture. Eco-Translatology has the great importance in protecting the languages of Chinese ethnic minorities and enhancing the dissemination of their literature (Li, 2017). Hence, this paper examines the translation of Hmong folklore terms in the Hmong Oral Epic 'Creating Heaven and Earth' from the perspective of Eco-Translatology. The study reveals 53 translations of Hmong folklore terms, encompassing material, social, and spiritual aspects, within the Hmong oral epic 'Creating Heaven and Earth'. For Hmong material folklore terms, translators predominantly employ the 'target contextualization' strategy, along with 'extending substitution' and 'vitalization' methods. For Hmong social folklore terms, translators favor the 'source contextualization' strategy, supplemented by 'adaptive addition' and 'vitalization' methods. For Hmong spiritual folklore terms, translators predominantly utilize the 'source contextualization' strategy, in addition to 'extending substitution' and 'naturalization' methods. [ABSTRACT FROM AUTHOR]

The interpersonal aspect of political discourse has long been a central issue in translation studies. This paper adds to this line of research by drawing on the latest modelling of translation by systemic functional linguistics with some related notions of coupling, commitment and grammatical metaphor (GM). The language in focus was the coupling of "manner + cognitive process" as in "kexue renshi (scientifically understand)". This study analysed two processes, renshi 认识 (know) and bawo 把握 (hold), extracted from the Chinese–English paralleled corpus of Xi Jinping: The Governance of China I. The major findings are as follows: (i) Cognitive processes were frequently coupled with evaluative manners in Chinese political discourse; (ii) Translation strategies were highly sensitive to the occurrence of manner; and (iii) Phrasal verbs were likelier to be used to reinstantiate "manner + cognitive process"; and (iv) Semantic prosody, GM and lexicalised intensification were the three mechanisms that helped achieve evaluative adequacy while accommodating acceptability to a target reader. Thus, in a political context, it seems that a translator is highly alert to the peculiarity of the Chinese language and often chooses to retain evaluative forces in translation. [ABSTRACT FROM AUTHOR]

Drawing on a corpus-based discourse analysis approach, this paper presents a diachronic-cum-contrastive study of institutional translators' mediation of Chinese political discourse through personal pronouns and their collocations with modal verbs, with a view to identifying how interpersonal relations and power distance are diachronically mediated between the author and the readers when recontextualized. The corpus comprises six Work Reports of the Communist Party of China and their corresponding English translations from the 1990s to the 2010s. Textual analysis reveals that there has been a diachronically shifting trend across the six TTs towards constructing a closer and more symmetrical relationship with the target readers vis-à-vis the STs by manipulating personal pronouns. Moreover, the prevalent collocational patterns of 'we' with modal verbs tend to shift from encoding obligation in the earlier TTs to emphasizing inclination in more recent TTs. Further critical analysis of the metadiscourse of China's institutional translation of political discourse suggests that such shifts over time have been motivated by a major ideological evolution in the Chinese political context and the changing target readership. Our findings suggest that a corpus-based diachronic perspective on translation may unveil subtle, patterned variations in minor linguistic signs that provide important clues to broader contextual transformations. [ABSTRACT FROM AUTHOR]

This paper endeavours to explain why Weigand's dialogic theory – the Mixed Game of human competence-in-performance – should be considered in improving Chinese College English language teaching. This paper will review several of Weigand's key publications and research and analyse current Chinese College English language textbooks and teachers' attitudes toward teaching English speaking. The results suggest that teachers refuse to be involved in teaching English speaking because they lack adequate training and need a theory to guide them. Therefore, based on Weigand's theory of human competence-in-performance, the paper proposes several suggestions for improving oral English teaching. This article hopes to contribute to the further study of dialogic pragmatics in Chinese English language-speaking teaching. [ABSTRACT FROM AUTHOR]

Ecolinguistics explores the interplay between language and the environment, offering insights into how linguistic elements adapt and evolve. This study examines five cement-related English loanwords in Chinese to uncover the evolutionary mechanisms governing the adaptation of these loanwords by analyzing their ecological dynamics. The research quantitatively evaluates the ecology of these loanwords using two indicators: lexical niche breadth and overlap. The results are as follows: (1) The emergence of English loanwords in Chinese is intricately linked to specific social environments. As new concepts and items are introduced from abroad, the masses initially coin new loanwords, which are later standardized by authoritative bodies. (2) The vitality of the loanwords correlates with their niche breadth. The competition among lexical variants is influenced by niche overlap. The loanwords for cement are ranked by vitality values in descending order—ShuiNi (水泥/water mud): 3.221, YangHui (洋灰/foreign ash): 2.350, ShuiMenTing (水门汀/water-gate concrete): 1.385, HongMaoNi (红毛泥/red-hair clay): 1.202, and ShiMinTu (士敏土/sticky soil): 0.879. (3) The endangerment of the loanwords results from the synergistic interaction between external (nature, society, culture, psychology) and internal (sound, form, meaning, grammar) environments. Intense competition arises due to multiple synonyms for the same entity, and adaptation challenges occur when the loanwords do not precisely fit the entity. Among the five loanwords for cement, the first two exhibit higher vitality and continue to develop sustainably, while the last three show lower vitality and are gradually becoming endangered. As these loanwords undergo continuous evolution, a lexical ecocontinuum emerges: (i) extinct in the wild—ShiMinTu; (ii) critically endangered—HongMaoNi; (iii) endangered—ShuiMenTing; (iv) vulnerable—YangHui; (v) least concerned—ShuiNi. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to improve the Unified Theory of Acceptance and Use of Technology (UTAUT) model by examining technological anxiety and other influential factors on international students' adoption of mobile learning (m-learning) during COVID-19 emergency remote teaching (ERT). Design/methodology/approach: This study utilized the modified UTAUT framework to test hypotheses through a cross-sectional survey method. Participants were university students studying Chinese as a foreign language who were selected using a convenience sampling approach. An online questionnaire was then administered. The data collected from the surveys were analyzed using the partial least squares method with SmartPLS 4 software. Findings: The study examined 16 hypotheses and found support for six of them. The results confirmed that performance expectancy (PE) is a significant predictor of behavioral intention (BI), and anxiety influences both PE and effort expectancy. The negative effect of social influence on anxiety was found to be significant, while facilitating conditions had a negative impact on learners' self-efficacy. The model fit indices indicated a good overall fit for the model. Research limitations/implications: This study presents a valuable contribution to the literature on m-learning in emergency education by incorporating technological anxiety into the enhanced UTAUT model. Examining the relationships between the key factors of the model provides a better understanding of learners' intentions and can inspire researchers to establish new theoretical foundations to evaluate the roles of these factors in diverse educational settings. Practical implications: The study found that performance expectations are linked to learners' intentions, and anxiety indirectly affects BIs to use mobile learning platforms. Thus, these platforms should be designed to meet learners' expectations with minimum effort and eliminate anxiety triggers to facilitate ease of use. Language curriculum developers and policymakers should incorporate mobile learning applications to support diverse language skills, address students' needs and encourage their use through professional development opportunities for instructors. Social implications: Social factors have been found to significantly influence anxiety levels among learners. Therefore, it is crucial for teachers and family members to play an essential role in mitigating anxiety's adverse effects. Discussing related issues can enhance the quality of mobile learning and stimulate social initiative by providers, ultimately improving the learning experience for all learners, regardless of their location or circumstances. This can also contribute to the growth and development of society. Originality/value: This study contributes to the originality of m-learning development by proposing an enhanced UTAUT model that considers anxiety and emphasizes the critical role of foreign learners' BIs. It provides fundamental guidelines for designing and evaluating m-learning in ERT contexts. [ABSTRACT FROM AUTHOR]

Recent studies have accumulated to suggest that children, akin to adults, exhibit a processing advantage for formulaic language (e.g. save energy) over novel language (e.g. sell energy), as well as sensitivity to phrase frequencies. The majority of these studies are based on formulaic sequences in their canonical form. In natural language use, however, many formulaic sequences, collocations in particular, can be modified with words intervening in between the individual constituents (e.g. save energy → save all forms of energy). For some collocations, their nonadjacent forms are equally, and even more frequently used than their adjacent form. Despite this, it remains almost unknown whether the processing advantage and sensitivity to phrase frequencies persist in nonadjacent collocations in children. Based on reading times in a self-paced reading experiment, the current study found that two age groups – third and sixth graders – exhibited a processing advantage for Chinese collocations and sensitivity to phrase frequencies, with two and even four Chinese characters inserted in the middle. The persistence of processing advantage and sensitivity was affected by insertion length as well as age. These results are in line with a usage-based theoretical approach to language learning, processing and use. [ABSTRACT FROM AUTHOR]

Copyright of Chinese as a Second Language Research is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Chinese as a Second Language Research is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Chinese as a Second Language Research is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Chinese as a Second Language Research is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article uses the vocabulary measurement indicators of lexical diversity, lexical sophistication, lexical density, and lexical accuracy for second-language writing levels to systematically measure the lexical richness of essays written by Chinese as a second language (CSL) learners. It employs the methodology of building a corpus based on the collected compositions for data analysis. It shows that the Uber index of lexical diversity and the lexical density of CSL learners does not always show a positive correlation with increased test scores. Lexical sophistication usually positively correlates with test scores, but the growth trend tends to be flat from the 81–90 score range. Lexical accuracy below 80 points is positively correlated with writing scores; however, the data above 91 points is slightly lower than that of 81–90 points. This article further hypothesizes that the above measurement indicators fail to accurately measure CSL students' Chinese lexical ability because those indicators do not include the sememe factors of Chinese words and thus rely too much on word form. This article further puts forward the specific manifestations (polysemes, homographs, and multi-category words) of sememe richness and proposes specific solutions to add sememe richness to the four original formulas through the use of the four above-mentioned measurement indicators in CSL. [ABSTRACT FROM AUTHOR]

Internet users often express their evaluation of food in online posts. This study sets out to comprehensively annotate evaluative words in food posts in Chinese, which deserves more attention due to its increasing dominance on the Internet. The corpus includes 180 posts from Dcard, currently the largest anonymous social media platform in Taiwan. All the words annotated to be evaluative are categorized according to their grammatical class, evaluative function, and subjective polarity. We not only provide the frequency distributions of the evaluative words but also conduct four case studies of high-frequency evaluative words, identifying their lexico-syntactic patterns. While previous studies on evaluative language have tended to focus on particular words/phrases, with the data mainly from English, the present study provides a more comprehensive quantitative perspective and extends to Chinese data. Moreover, because conveying evaluations in online forums can be a mediatized performance intended for attention and visibility, our qualitative analysis demonstrates how Dcard users establish readers’ involvement through evaluation. [ABSTRACT FROM AUTHOR]

Within the context of multilingualism, there has been burgeoning research interest in interlanguage varieties. This corpus‐based study investigated structural and functional variations in phrase frames (p‐frames) in argumentative writing by English as a Foreign Language (EFL) learners from Arabic, German, Hindi, and Chinese language backgrounds. P‐frames, recurrent non‐contiguous co‐selection units within texts, were automatically extracted, manually filtered, and analyzed for variability, predictability, and discourse function. The results revealed learners’ shared reliance on prompt‐related p‐frames as well as potential L1 influence on specific p‐frames. German learners displayed the lowest degree of flexibility and creativity, while Hindi learners exhibited the highest. Chinese and Arabic learners demonstrated moderate levels, falling between the two extremes. Statistically significant differences in p‐frame tokens across functional categories were observed in all groups. This study contributes to a nuanced understanding of phraseological competence in EFL learners from different L1 backgrounds and holds pedagogical implications for the globalized educational landscape. [ABSTRACT FROM AUTHOR]

Chinese has the basic word order of Subject-Verb-Object (SVO), yet it is also known as a topic-prominent language, where an object can be topicalized from within a relative clause as well as from a main clause. In parsing Topic-Subject-Verb (TSV) structures, will a Chinese comprehender have difficulties in recognizing the second noun phrase (NP2) as the subject and in integrating the initial topic noun with the verb? Experience/surprisal-based theories and memory-based theories make testable predications at the NP2 and critically, at the verb. Focusing on these two regions in three self-paced reading experiments, we compared reading time patterns between TSVs and canonical SVOs in simple or complex sentences. Converging evidence showed processing costs at or prior to the NP2 in TSVs compared to SVOs, but no retrieval or integration costs at the verb regardless of dependency lengths. Our results are not predicted by memory-based theories, but are consistent with the predictions of experience/surprisal-based theories, suggesting that Chinese TSV processing is guided by structural frequencies and a universal subject-reading bias, with completion of dependency between topic and the verb (or empty category) likely to be fundamentally semantic. [ABSTRACT FROM AUTHOR]

Introduction: With the growing interest in the psychological basis of language learning, this study aims to validate the Chinese version of the Language Mindset Inventory (LMI) among Chinese university students. Methods: A sample of 476 students from various universities in mainland China was used. The translation process followed the forward-backward method. Confirmatory factor analyses (CFAs) were conducted to evaluate the factor structure. The internal consistency of the LMI was assessed using Cronbach's alpha, and convergent validity was examined through correlations with established mindset measures. Results: Compared with the one-factor model, the two-factor model which distinguishes between fixed and growth mindsets, showed an acceptable and better fit index. The overall Cronbach's alpha for the full scale was 0.954, with 0.929 for the fixed mindset dimension and 0.903 for the growth mindset dimension. AVE values for the fixed and growth dimensions were 0.597 and 0.510, respectively. Correlations showed that the growthmindset dimension was significantly positively associated with the 8-Item Growth Mindset Scale (r = 0.186, p < 0.01) and the Mindset Scale for Learning English (r = 0.149, p < 0.01), while the fixed mindset dimension was negatively associated with both scales (r = -0.228 and r = -0.169, p < 0.01). Discussion: This study confirms the reliability and validity of the Chinese version of the LMI, making it a relevant tool for assessing language learning mindsets among Chinese university students. The findings support the integration of LMI into educational strategies to promote resilience and adaptability, enhancing language education outcomes. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the moderating effect of morphological awareness on the relationship between word detection skills and reading comprehension in Chinese children with and without dyslexia. The study included 116 Chinese children in third to sixth grades, with 60 children diagnosed with dyslexia and 56 matching typically developing children. ANCOVAs revealed significant group differences in word detection skills and morphological awareness, with children with dyslexia performing significantly worse than their typically developing peers. Partial correlation analyses showed significant correlations between reading comprehension and morphological awareness in typically developing children and between reading comprehension and both word detection skills and morphological awareness in children with dyslexia. Moderation analyses revealed that morphological awareness significantly moderated the relationship between word detection skills and reading comprehension in both groups. For typically developing children, the relationship was significant at higher levels of morphological awareness, while for children with dyslexia, the relationship was significant at lower levels of morphological awareness. The findings suggest that word detection skills may serve as a compensatory mechanism for children with dyslexia when morphological awareness is at lower levels, highlighting the need for targeted interventions and individualised approaches to reading instruction. [ABSTRACT FROM AUTHOR]

Background Objective Methods Results Conclusions The shift toward virtualized care introduces challenges in assessing the motor severity of Parkinson's disease (PD). The Movement Disorder Society Unified Parkinson's Disease Rating Scale (MDS‐UPDRS) part III, the most used rating scale in PD, lacks validation for synchronous remote administration.Our goal was to validate the usability of a patient guide to allow an accurate video‐based MDS‐UDPRS part III remote examination.We conducted a multi‐stage mixed methods study that included a team consensus for the concept of the guide, cognitive pretesting, and usability (system usability scale, [SUS]) testing in five sites (total n = 25 participants) with distinct linguistic and cultural contexts.A multi‐language (English, Portuguese, Spanish, and traditional Chinese) largely pictograph guide of the MDS‐UPDRS part III remote examination reached benchmark for usability (SUS score ≥68) in 25 participants who completed the synchronous remote assessment.The MDS‐UDPRS part III remote examination guide can be used remotely accurately, and facilitate clinical practice and research in a paradigm of telemedicine. [ABSTRACT FROM AUTHOR]

Accent often carries social implications and can serve as an identity marker, reflecting how speakers perceive themselves and how they wish to be perceived by others. This study employs a variationist approach to examine the agency of Chinese English language teachers in negotiating their professional identities through accent. Instead of a loose association between identity and accent, detailed sociophonetic analyses reveal that these teachers construct desired self‐representations through the strategic use of linguistic resources. Findings indicated that participants’ perceptions of the relationship between teacher qualifications and native‐like/first‐language‐influenced English accent can predict their pronunciation patterns. Relating to how they perceive nativeness and professional identity, participants’ use of robust DRESS–TRAP nuclei and larger tongue movements in MOUTH and PRICE can be interpreted as strategies to distance themselves from a “non‐native” identity, which is often stigmatized within the language teaching community. The utilization of stylistic resources allows participants to construct a professional teacher persona and signify expertise in language teaching. [ABSTRACT FROM AUTHOR]

ABSTRACT This study reports an empirical case study about using interdisciplinary approach in business English courses with 41 English majors in the Chinese university context. The methodologies are two‐stage surveys, teacher reflection and participant observation. The results show that participants most preferred using specialist vocabulary and cross‐cultural business communication as learning activities in using interdisciplinary approach. The challenges and difficulties in interdisciplinary learning included lack of professional vocabulary, business or interdisciplinary knowledge, business thinking skills and inadequate language skills. A majority of the participants perceived the interdisciplinary approach as effective, as they had improvements in business language, knowledge, communication and English ability. For improving and refining the interdisciplinary approach, participants suggested more practical and detailed business knowledge, practice‐based activities, oral simulation and role‐play activities, more detailed guidance and feedback in the writing tasks, more business cases with interesting videos, increasing Chinese native language explanation and producing a business English language corpus. [ABSTRACT FROM AUTHOR]

Copyright of Mycosystema is the property of Mycosystema Editorial Board and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study examined the accuracy of place name translation during remote simultaneous interpreting (RSI) when interpreters were required to use a different variant of their native language. Participants, professional English/ Mandarin from mainland China, were divided into two groups: the Taiwan group, using the Taiwanese Mandarin variant, and the control group, using the mainland variant. The source speech consisted of three lists of place names, some of which had the same Chinese translation in both the mainland China Mandarin variant and the Taiwanese Mandarin variant, while others did not. The two groups of participants performed RSI from English into Chinese. The analysis focused on the third item in each list, chosen due to the differences in Chinese translations between the two Mandarin variants. Results showed no significant difference in the number of incorrect translations for the first test item between the two groups. However, significant variations were observed for the second and third test items, potentially linked to progressive mental fatigue and increased cognitive demand faced by the Taiwan group participants. This suggests that using a non-habitual language variant can impact the accuracy of RSI. [ABSTRACT FROM AUTHOR]

While previous research has documented the unique aspects of Chinese dyslexia as compared to dyslexia in alphabetic scripts, it remains unclear whether the difference in Chinese literacy experiences influences the manifestation of Chinese dyslexia. The present article first reviews the characteristics of Chinese languages and scripts, including important cognitive‐linguistic correlates (rapid automatized naming, phonological, orthographic, and morphological awareness) of Chinese reading development and impairment. The diversity in Chinese literacy experiences of scripts, languages, and instructional practices, and consequently their impact on Chinese literacy acquisition across different Chinese societies are also reviewed. Using an equivalent Chinese assessment battery administered to 91 children with dyslexia from Hong Kong, Beijing, and Taipei, we examined the subtypes of Chinese dyslexia across these three societies concurrently. With the four cognitive‐linguistic skills included as the clustering variable, the hierarchical cluster analysis revealed four cognitive subtypes of dyslexia: 38% mild orthographic deficit subtype (OD), 33% phonological deficit subtype (PD), 18% morphological deficit subtype (MD), and 11% global deficit subtype (GD)—each with their own set of cognitive‐linguistic deficit profiles. Interestingly, all four subtypes of dyslexia manifested poorer orthographic skills as compared to the control group. Bayesian Analysis of Contingency Table further showed that the distribution of dyslexia subtypes remains similar across the three Chinese societies, suggesting invariance of the Chinese dyslexia construct. Findings highlight the importance of assessment in orthographic processing, rapid automatized naming, phonological awareness, and morphological awareness in order to understand Chinese dyslexia, both in a within and cross‐cultural Chinese perspective. [ABSTRACT FROM AUTHOR]

ABSTRACT In recent years, China has implemented a national language policy promoting the use of Putonghua (Standard Chinese) in ethnic minority schools. This study investigates how mesolevel institutions (i.e., schools) have responded to this macro‐level national language policy change, and how the institutional policy changes have affected Korean‐Chinese bilingual family language policies in Yanbian, China. Based on an analysis of the teaching and learning materials used in schools and data gathered through interviews with and observations of 16 Korean‐Chinese bilingual families, this study finds that schools have actively responded to macro‐level policy changes with organised, large‐scale language practice activities. As a result of factors such as educational pressure and broader societal ideologies, families have been pressured to align with the meso‐level language policy despite their desire to maintain their heritage language and culture. Consequently, it is likely that future generations of Korean‐Chinese individuals, who would previously have been ‘born’ bilinguals, may become monolinguals. This study contends that in countries with a unified language ideology and a dominant language, the impact of macro‐level policy reforms can restrict or promote micro‐level family language policies through the mediating influence of meso‐level institutions. Family language policy researchers may need to recognise that there is a one‐way, rather than two‐way, relationship between the aims of the state and the desires of families in such contexts. [ABSTRACT FROM AUTHOR]

Introduction: This study explores the dynamics of Linguistic Landscapes (LL) in the commercial tourist district near Labrang Monastery by analyzing the use of Tibetan, Mandarin, and English on café menus. Traditionally, LL research has focused on language visibility as an indicator of vitality, overlooking contextual complexities. We challenge this approach by considering geocultural contexts, instigators' language proficiency, and intended audience. Method: This study employed a triangulation approach, combining multiple methods of data collection and analysis. First, we conducted a preliminary observation of shop names in the region. Second, with the consent of shop owners, we comprehensively documented visual and textual artifacts both inside and outside the cafés, including signboards, menus, wall billboards, and displayed books. Third, we conducted extensive semi-structured interviews with shop owners and customers. These interviews, transcribed for analysis, provided insights into language usage preferences and decision-making processes. Results: By advocating for a holistic LL research approach, integrating qualitative insights with quantitative data, this study contributes to a deeper understanding of LL dynamics. Our findings show that geocultural contexts, instigators' language proficiency, and intended audience all play a role in shaping language representation and vitality. Discussion: The absence of a language on signage does not necessarily signify diminished vitality but can reflect strategic decisions influenced by religious, individual and commercial factors. Beyond mere visibility, languages on café menus serve as symbolic markers of ethnic identity and reflect the functions they assume within the speech community, offering insights into language vitality across different usage contexts. This research enriches scholarly discourse on LL, particularly within the Chinese context, by emphasizing the multifaceted nature of language presence and its vitality. [ABSTRACT FROM AUTHOR]