Construction Learning of Chinese: From Morphemes to Clauses and Beyond

Abstract

Construction Grammar has been a prominent framework in linguistic research fornearly three decades, attracting scholars from various disciplines, including language acquisition, corpus linguistics, and psycholinguistics. While considerable progress has been made in understanding the first language (L1) construction learning of various languages, research on second language (L2) acquisition of constructions has predominantly focused on English, particularly on verb argument structures. However, there exists a significant gap in the literature regarding the L2 acquisition of constructions in Mandarin Chinese. This dissertation employs a constructionist approach to investigate L2 acquisition of Chinese constructions, including the aspect marker le, constructions containing gei, and the bei passive construction. The objective is to provide a comprehensive understanding of L2 acquisition of Chinese constructions, supported by empirical evidence. The first part of the dissertation delves into the impact of input frequency and textbook exposure on the L2 acquisition of the aspect marker le. It uncovers how learners comprehend this functional morpheme and its meaning, shedding light on the influence of textbooks and the progression of learners’ proficiency. The second part examines the L2 acquisition of constructions containing gei. This investigation explores how learners acquire the meaning of these forms based on the positioning of gei, revealing the nuances and complexities of L2 construction learning. The third and final part of the dissertation delves into the bei passive construction, focusing on its adversative meaning and the role of pragmatics in construction learning. This study explores how learners associate the bei passive construction with adversity. In summary, this dissertation significantly contributes to our understanding of L2 construction learning in Chinese. The findings are not only pertinent to linguistic research but also hold pedagogical significance, offering guidance to educators teaching Chinese as a second language.