Chinese Grammar Acquisition by Second Language Learners in an Australian Primary School ...

342 Pages·2016·2.81 MB·English

Chinese Grammar Acquisition by Second Language Learners in an
Australian Primary School Chinese Immersion Setting: The Potential
of the Form Focused Instruction Pedagogical Approach

Jia Zhu
B.A., Post Graduated Diploma in Education, Master of Education

A thesis submitted for the degree of Doctor of Philosophy at
Monash University in 2016
Faculty of Education

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Copyright notice

© Jia Zhu (2016). Except as provided in the Copyright Act 1968, this thesis may not
be reproduced in any form without the written permission of the author.

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ABSTRACT
It is assumed that the pedagogy of second language/foreign language
immersion programs is primarily focused on content, whereby language acquisition is
accelerated through comprehensible second language input and an incidental focus on
form. However despite the second language benefits, the incidental nature of the form
focus (where grammatical errors are drawn to learners’ attention spontaneously when
they occur and without prior planning), typically leaves immersion students with a
significant deficit in some features of their grammar skills relative to other areas of
second language proficiency. This case-study research (primarily qualitative with
some quantitative analysis) examines the potential to enhance language acquisition in
an Australian primary-level Chinese immersion program through the pedagogical
practice of form-focused instruction (FFI). It explores the practical aspects of
implementing FFI in this immersion program, noting its specific contextual
characteristics including the structure of the program, students’ language and cultural
backgrounds and the classroom teaching pedagogy.
Drawing on cognitive theory, the research employed the form-focused
instruction (FFI) framework (e.g., Lyster, 2004, 2006, 2007; Ellis, 2001, 2006) to
study how noticing, awareness-raising and production practice with feedback (Lyster,
2004; 2007) can be operationalised into a content-focused mathematics learning
environment to support acquisition of the Chinese ‘measure word 量词’ form. This
research involved 17 Year 5 and Year 6 Chinese immersion students and one
immersion teacher. Data collection entailed stage-by-stage classroom observation
over 10 weeks (primarily during regular immersion mathematics sessions), combined
with a series of pre- to post-intervention assessments. Additional data were also
obtained from a questionnaire and semi-guided interviews. These multiple data
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sources served a validation function, assisting in data analysis to inform research
findings.
Findings indicate that structured FFI intervention during content-focused
lessons, combined with three Chinese language lessons in the target form, enabled
acquisition of the target form ‘measure word 量 词’ by student participants, with the
majority progressing from declarative knowledge to procedural knowledge.
Furthermore, the findings suggest that in order to improve Chinese grammar
acquisition for second language learners, such FFI approaches can be systematically
planned and integrated into a meaning-based communicative Chinese immersion
curricula and teaching practice.

Key words: Learning Chinese as a second/foreign language; immersion; pedagogy;
form-focused instruction; cognitive theory; cognitive load theory; case study research.

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Declaration

This thesis contains no material which has been accepted for the award of any other
degree or diploma at any university or equivalent institution and that, to the best of
my knowledge and belief, this thesis contains no material previously published or
written by another person, except where due reference is made in the text of the
thesis.

Signature:

Print Name: Jia Zhu

Date: 12/11/2016.

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Acknowledgements

I wish to express my sincere appreciation to all those who supported me through the
journey of this research.

I particularly thank my supervisors Professor Peter Sullivan and Dr Marianne Turner
who guided me through to the completion of the project. Special thanks is due to
Professor Sullivan for his willingness to take me under his supervision after the mid-
way point of this project, and for providing me with considered, detailed and
thorough feedback that proved crucial to the success of this project. In providing such
thoughtful guidance and advice, Dr Turner was very helpful to me through all stages
of my research, and for that I am most appreciative. My gratitude is also due to Dr
Miriam Faine whose knowledge and advice was especially helpful through the
challenging formative stages of my research.

I am greatly indebted to the school community which inspired and supported this
research. In particular I thank my willing research participants – the wonderful
students of my year 5/6 Chinese immersion class of 2013, and my colleague ‘Ellie’ for
her support, enthusiasm and constructive insights that proved so important to the
success of this experiment in applying FFI to a Chinese immersion context.

I acknowledge the support of the Australian Government in providing a research
grant that helped to turn this research idea into reality.

Finally, my gratitude goes to my patient, supportive and somewhat neglected family;
to my husband Tim and my children Catherine and Gordon. I particularly value those
many evenings spent reading my drafts and providing me with such helpful editorial
feedback. It is no exaggeration to say that without their love, support and
encouragement this thesis would never have reached its conclusion. I thank them with
all my heart.

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TABLE OF CONTENTS
ABSTRACT ............................................................................................................. 3
TABLE OF CONTENTS ........................................................................................ 7
LIST OF TABLES ................................................................................................. 10
LIST OF FIGURES ............................................................................................... 12

CHAPTER ONE – INTRODUCTION ................................................................. 13
1.1 Context and Rationale .................................................................................... 13
1.2 The Linguistic Focus of this Research—Measure Word 量词 ......................... 17
1.3 Research Objectives and Questions ................................................................ 20
1.4 Research Setting ............................................................................................. 22
1.5 The Researcher ............................................................................................... 24
1.6 Research Significance .................................................................................... 26
1.7 Definition of Some Important Terminology, Acronyms and Abbreviations
Adopted in this Research ...................................................................................... 28
1.8 Thesis Structure and Chapter Outline ............................................................. 32
1.9 Research Design ............................................................................................. 39
1.10 Chapter Summary ......................................................................................... 41

CHAPTER TWO – LITERATURE REVIEW .................................................... 42
2.1 Introduction .................................................................................................... 42
2.2 Theoretical and Pedagogical Approaches to Second Language Teaching ........ 44
2.3 Rationale and Development of FFI ................................................................. 54
2.4 Theoretical Foundations of the FFI Framework .............................................. 61
2.5 FFI Framework .............................................................................................. 74
2.6 Learning Chinese as a Second Language ........................................................ 87
2.7 Theoretical Underpinnings of FFI Implementation ......................................... 91
2.8 Assessing and Analysing Second Language Acquisition ................................. 99
2.9 Chapter Summary......................................................................................... 102

CHAPTER THREE – RESEARCH METHODOLOGY AND METHODS ..... 104
3.1 Introduction .................................................................................................. 104
3.2 Theoretical Foundation ................................................................................. 105
3.3 Research Design ........................................................................................... 106
3.4 Research Questions ...................................................................................... 114
3.5 Data Collection ............................................................................................ 115
3.6 Data Analysis ............................................................................................... 132
3.7 Limitations and Credibility of the Research .................................................. 140
3.8 Research Ethics ............................................................................................ 146
3.9 Chapter Summary......................................................................................... 148

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CHAPTER FOUR – THE CHARACTERISTICS AND CONTEXT OF THE
CHINESE IMMERSION PROGRAM (RESEARCH QUESTION ONE) AND
PREPARATION FOR THE FFI INTERVENTION ......................................... 149
4.1 Introduction .................................................................................................. 149
4.2 The First Research Question: The Characteristics of the Chinese Partial
Immersion Program............................................................................................ 150
4.3 Designing the FFI Intervention ..................................................................... 176
4.4 Chapter Summary......................................................................................... 187

CHAPTER FIVE – DATA COLLECTION AND ANALYSIS: RESEARCH
QUESTION TWO ............................................................................................... 188
5.1 Introduction .................................................................................................. 188
5.2 The FFI Classroom Intervention/Data Collection Process ............................. 189
5.3 The Second Research Question: How can the FFI framework be operationalised
in this Chinese immersion program in order to facilitate students’ grammar
acquisition? ........................................................................................................ 208
5.4 Chapter Summary......................................................................................... 229

CHAPTER SIX – DATA ANALYSIS: RESEARCH QUESTION THREE ..... 230
6.1 Introduction .................................................................................................. 230
6.2 Examining Students’ Acquisition of the Measure-Word Form—the Third
Question: What effect does the integration of FFI into Chinese mathematics
primary immersion pedagogy have on students’ grammatical accuracy?............. 230
6.3 Analysis of Classroom Observation Data ...................................................... 232
6.4 Analysis of Students’ Pre, During and Post-Assessments Results in Chinese
Measure-Word Production ................................................................................. 243
6.5 Assessment of Potential Detrimental Effects on Mathematics Learning ........ 261
6.6 Chapter Summary......................................................................................... 263

CHAPTER SEVEN – RESEARCH FINDINGS DISCUSSION,
RECOMMENDATIONS AND CONCLUSIONS .............................................. 264
7.1 Introduction .................................................................................................. 264
7.2 Discussion of Research Findings .................................................................. 264
7.3 Research Success Factors and Recommendations for FFI Integration in Chinese
Immersion Classrooms ....................................................................................... 270
7.4 Research Limitations .................................................................................... 284
7.5 Areas for Further Improvement in FFI Intervention ...................................... 286
7.6 Conclusions and Recommendations for FFI Research .................................. 288

REFERENCES .................................................................................................... 293

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APPENDIXES ..................................................................................................... 306

Appendix A: Explanatory Statements ................................................................. 307
Appendix B: Consent Forms .............................................................................. 311
Appendix C: Data Collection – Classroom Observation Sheet (Field Note) ........ 313
Appendix D: Immersion Curriculum 2010 (prior to this research) ...................... 314
Appendix E: Lesson Plan 1 (Data collection weeks 1 and 2): Language and
Mathematics....................................................................................................... 316
Appendix F: 5/6 MIP Thursdays, Fridays Working Schedule ............................. 320
Appendix G: End of Semester Test (Chinese Component) .................................. 321
Appendix H: End of Semester Test (Immersion Mathematics Component)......... 322
Appendix I: End of Semester Test (Mathematics Presentation Component) ........ 324
Appendix J: 中 文 练 习 (A FFI Classroom Exercise Sheet)............................... 325
Appendix K: Example of a Measure Word Flashcard (with Common Measure
Words) ............................................................................................................... 326
Appendix L:Immersion Mathematics Exercise Sheets ........................................ 328
Appendix M: Measure Word Application Assessment ........................................ 333
Appendix N: End of Year Test – Year 5/6 MIP .................................................. 334
Appendix O: A Brief Introduction of Student Participants .................................. 337
Appendix P: ‘My Aunt’s Suitcase’ Phrase Sheet ................................................ 340
Appendix Q: Phrase-Making Worksheet Examples ............................................ 341

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LIST OF TABLES
Table 1.1 Summary of research design
Table 2.1 Methods used to measure improvement of the target form
Table 3.1 Summary of data collection methods
Table 3.2 Summary of data collection instruments
Table 3.3 Establishing validity
Table 4.1 MIP research student participants’ background information
Table 4.2 Student numbers (in Term 2) and time allocation of the MIP program in
2013
Table 4.3 A typical MIP daily schedule and activities
Table 4.4 MIP program resources employed
Table 4.5 FFI Intervention procedure
Table 5.1 Changes made to MIP grammar teaching practice post FFI intervention
Table 5.2 Summary of FFI implementation methods employed in this research
Table 5.3 Examples of input flood (FFI 3) interactions
Table 5.4 Excerpt 1 – Coded examples of various classroom FFI interactions, using
measure words (mws), between the teacher (T) and a student (S)
Table 5.5 Excerpt 2 – Classroom interactions between student Emily and the
teacher, using Intonational Stress (FFI 1), Visual Enhancement (FFI 2)
and Prompts (FFI 4c)
Table 5.6 Excerpt 3 – Classroom interaction using Intonational Stress (FFI 1)
Table 5.7 Excerpt 4 – Classroom interaction between student Rose and teacher,
using Recast (FFI 4b)
Table 5.8 Excerpt 5 – Classroom interaction between student John and the teacher,
using Prompt (FFI 4c – Prompt: i.e., Metaphor)
Table 5.9 Summary of FFI 5 – Production-Practice (PP)
Table 5.10 Numbers of students identifying specific FFI methods as being most
effective
Table 5.11 Summary of FFI methods employed at each stage of the intervention
Table 6.1 Classroom observation of student participants’ measure word (mw)
application in Chinese production
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