Oral fluency is critical to oral proficiency, as it reflects both linguistic competence and communicative confidence, which are essential for effective interaction and successful language use. However, its characteristics across different educational stages remain underexplored. Drawing on the Spoken Corpus of Chinese Learners of English and guided by Kormos’ ( 2014 ) Bilingual Speech Production Model, this cross-sectional study investigated oral fluency characteristics of Chinese English-as-a-foreign-language learners ( N = 152) at three educational stages: Grade 7 ( n = 52), Grade 10 ( n = 52), and first-year English majors ( n = 48). Speech samples were annotated using Praat software (Version 6.1.48) and analyzed with analysis of covariance and Bonferroni-adjusted pairwise comparisons in SPSS (Version 26). Semi-structured interviews ( n = 30) were further analyzed using NVivo (Version 13) to explore factors influencing fluency characteristics. Results indicated overall improvement in terms of oral proficiency across educational stages, although the characteristics varied across dimensions: speed fluency exhibited a slow-to-rapid progression, reflecting increases in speech rate, articulation rate, and mean length of runs; breakdown fluency showed a consistent decline in mean length of pauses and pause rate; and repair fluency presented mixed patterns, including a U-shaped trend in false start rate, a steadily increasing self-repair rate, and a gradual decline in repetition rate. Additionally, interview data identified three key factors influencing fluency characteristics, which were learning experience, emotional factors, and perception of oral fluency. Based on these findings, the study proposed pedagogical implications for enhancing oral fluency instruction.

The study examines the causes and coping strategies for pragmatic failure in senior high school students’ English writing. With reference to curriculum standards and theoretical frameworks, it identifies seven primary sources of pragmatic failures through the analysis of approximately 300 student essays and relevant literature. The research adopts a mixed-methods approach. Based on the findings, six practical teaching strategies are proposed, such as enhancing pragmatic awareness, utilizing situation-bound utterances(SBUs), incorporating intercultural perspectives, and optimizing feedback. The study aims to shift the focus from mere grammatical accuracy to contextual appropriateness, thereby helping students minimize pragmatic failures and achieve more effective cross-cultural written communication.

This study investigated the acquisition of English locative inversion at the syntax-pragmatics interface by Chinese learners, and explored the factors for non-native performance within the framework of the Interface Hypothesis. A picture description test and a context-matching test were administered through an online questionnaire to 300 Chinese learners of English and twenty native speakers of English at a university in China. Follow-up interviews were conducted with thirty Chinese learners. Results showed that (1) compared with English natives, Chinese learners under-produced locative inversion, achieving native-like attainment until the advanced stage; (2) they also displayed a different preference pattern for locative inversion, converging to a native-like pattern by the advanced stage; (3) non-native performance in production was attributed to processing limitations and input frequency, while that in interpretation resulted from underspecification of form-function mapping, input frequency and contexts. The paper offers implications for syntax-pragmatics teaching and proposes future directions for L2 interface studies.

According to Systemic Functional Linguistics (SFL), academic writing is viewed as an interactive event and a social exchange of meaning (Halliday & Hasan, 1989). Citations serve as an important bridge in establishing academic writing interactions, allowing authors to engage in discussions of relevant research and demonstrating how their findings contribute to the supplementation and development of the existing disciplinary knowledge base (Hyland, 2004). Existing citation studies tended to focus more on the functions and forms of citations, with little attention paid to the interactional aspect of citations, particularly how Chinese master’s students used citations to construct academic interaction in their academic writing. This study, using the engagement framework as a theoretical framework, explored the systematic features of how Chinese master’s students in applied linguistics used citations to construct interaction. The findings indicated that: (1) master’s students underused non-integral citations and excessively used verb-controlling integral citations; (2) they overused entertain in steps where negotiation should have been restricted; (3) they failed to evaluate the shortcomings of previous studies in the Literature Review section; (4) In the Results and Discussion section, master’s students failed to engage in a dialectical discussion of perspectives from existing research and to address the gaps in related studies. Based on these findings, the study offered some insights for teaching English academic writing.

Multi-word expressions (MWEs) serve as vital indicators of language development and have been a primary focus in second language acquisition research. The use of MWEs in spoken discourse, however, remains relatively under-explored. To address this gap, this study aims to investigate the current status and developmental features of MWE use in spoken English by Chinese learners of English across three proficiency levels based on Nattinger and DeCarricos’ classification framework of MWEs. A comparative analysis of MWE usage patterns across these groups yields two key findings: (1) The overall proficiency in using MWEs is relatively low, marked by an imbalance and inaccuracy in MWE types. Specifically, learners exhibit minimal use of “polywords” and “institutionalised expressions” within the structural dimension, and “discourse devices” and “social interactions” within the functional dimension. Moreover, learners demonstrate a high error rate across various MWE types. (2) Although the overall proficiency in using MWEs shows no significant improvement across the three levels, an upward trend is observed in the usage of overall tokens, types, and various categories of MWEs in both dimensions, culminating in a significant increase in the variation of MWEs at the highest proficiency level. Drawing upon these findings, this study proposes several pedagogical implications for enhancing the teaching and learning of MWEs in spoken discourse.

本研究以"语言接触量假说"为理论依据,基于"中国英语初学者口语语料库",以高频动词like,go,make为例,研究三个阶段中国英语初学者高频动词搭配偏误存在的异同,以探究初学者口语动词搭配能力发展的规律性特征.研究发现:三个阶段初学者口语表达中使用的高频动词在类符及总体趋势上极其相似;初学者的口语动词搭配使用能力呈现出—定的"U"型发展趋势;初学者口语动词搭配使用能力总体较差,但仍有一定发展,这与语言接触量及母语负迁移有关.本研究可为中国英语初学者口语动词的教学及教材编排提供启示.

This paper investigates the developmental features of engagement in each rhetorical move in“conclusion chapters”of the English theses by Chinese MA and PhD students of applied linguistics, taking native scholars as reference and drawing upon genre theory and the appraisal theory. The results showed that, compared with native scholars,（1） the two groups of graduates made less dialogic space;（2） some engagement categories lacked variation of forms;（3） there was limited use of the co-articulation of engagement; and（4） when using most of the engagement categories, PhD students were nearer to native scholars than their MA counterparts in terms of frequency and rule. These findings indicated that both groups of graduates did not interact so efficiently with their readers. Our study suggests that while teaching the method of using engagement, teachers should design some corresponding writing exercises for their students.

This study reviews second language acquisition researches in “usage-based” perspective through summarizing over 100 domestic and overseas studies published in authoritative core journals in the past 30 years. It is found that these studies can be basically classified into four kinds:（1） The construction of usage-based second language acquisition,（2） The studies on the relationship between L2 input frequency and effects of second language acquisition,（3） The studies on the relationship between L2 output frequency and characteristics of second language acquisition,（4） The studies on the relationship between usage-based pedagogy and second language acquisition. These studies are still insufficient in terms of research subjects, the size of corpora, language styles, dimensions of research, and the depth of research analysis. Compared with overseas studies, the domestic studies are still insufficient in the width, depth and quantity of research. Based upon the summarization, some implications for the future trend of usage-based second language acquisition research are also offered.

本研究基于界面假说,采用图片描述和语境匹配测试,辅以半结构化访谈,考察了我国学习者英语长式被动结构句法-语用界面特征的习得水平,并探究了制约该界面习得的因素.研究发现中国学习者:1)在高级阶段产出的被动结构才能达到类母语水平;2)在中级阶段对该结构句法-语用界面特征的理解才达到类母语水平.结合访谈数据,我们认为,被动结构的产出受加工限制和母语负迁移影响,对其句法-语用界面特征的理解受形式—功能关联度、输入频次和语境的共同制约.研究结论印证了界面假说,即句法-语用界面困难是类母语习得的瓶颈,研究发现对句法-语用教学具有启示意义.

本研究基于语言固化理论,采用词汇测试与语料库方法,以词汇接受-产出连续统的六个维度为评价指标,考察了 44名英语专业学生一年间学术词汇的发展特征.结果显示:1)学术词汇的发展水平与产出性维度呈显著负相关,与词频级呈显著正相关;2)接受-产出连续统整体呈先慢后快的上升趋势.控制产出维度发展最早,速率最快.中词频级发展最大,速率最快.研究还发现,学术词汇的发展受其复杂性、变异性和聚合范围的影响.研究结果体现了学术词汇发展过程中联想网络的逐渐固化,对理解二语词汇联想学习机制与学术词汇教学均有重要意义.

Irregular self-selection is a demonstration of active involvement in interaction. English as a foreign language (EFL) learners' talk-in-interaction is one of such cases. Yet, little research has explored when, how, and why learners implement this action. The aim of this article is to address these issues in Chinese postgraduate EFL learners' conversations from the perspective of multimodal interaction. To this end, we provide descriptive statistics and use multimodal conversation analysis to investigate the detailed process of irregular self-selection. The results show the interactional sensitivity of learners, and all the successful irregular self-selection can be divided into the following three types: turn interruption (TI), turn competition TC), and turn holding abortion (THA). Learners implement this action by using multimodal resources, including lexis, syntax, pitch reset, intensity enhancement, gaze, and so forth. However, their body movements lack diversity, causing behaviors to be constrained and inactive. The main purpose of irregular self-selection is to provide knowledge that contributes to topical development. This study reveals that Chinese postgraduate EFL learners are interactionally competent members. They are able to achieve communicative goals but in a low diversity of body movements. The findings help to understand the detailed process of speakership claiming in EFL learners' conversations.

This study investigated the development of lexical complexity, sentence complexity, accuracy, and fluency in the English writing of 22 Chinese university students from the perspective of Complex Dynamic Systems Theory (CDST). Compositions were assigned 30 times over the course of one academic year through Pigaiwang, an online platform that automatically evaluates writing. A modified retrodictive modeling approach was adopted. Specifically, a longitudinal cluster analysis was used to examine emergent prototypes. A moving correlation analysis and retrodictive interviews were conducted to study the signature dynamics that produce each prototype. At each collection, the 22 student compositions were classified into two clusters. One cluster contained those students who performed better than average in accuracy, but worse in the other three variables. The other cluster comprised those students with the opposite performance. Students moved continuously between the two clusters; and their change trajectories can be categorized into three prototypes: a continuously stable type, an initially variable and then stable type, and a continuously variable type. Case studies of three students representing the three emergent prototypes indicated that the signature dynamics for the three prototypes were related to dynamic interactions among different variables and dynamic changes in affect-related elements in the form of writing interests, motivation, and strategies. The initial conditions and the feedback from Pigaiwang acted as key control parameters in shaping the prototypes. The continuously variable prototype developed their writing proficiency to the greatest extent and had the most variability. Based upon the findings, implications for teaching L2 writing are discussed.

This article reviews The dynamics of the linguistic system: Usage, conventionalization, and entrenchment

本研究基于复杂理论,采用潜变量增长曲线建模与回溯建模的混合设计,以词汇复杂度、句子复杂度、准确度与流利度为评价变量,考察了英语专业一年级学生一年间英语写作能力在宏观、中观与微观层面的发展特征.研究发现:(1)4个变量均呈先快后慢再快的非线性发展趋势;(2)学生英语写作能力发展可纵向聚类为持续稳定型、先跳跃后稳定型、跳跃稳定交替型3种原型模式;(3)各原型模式典型学生内部子系统间的动态交互关系有所差异,认知资源分配、初始写作习惯、反馈、学习动机等是影响各模式差异的主要因素.研究结果对英语写作教学具有一定启示意义.

本研究基于动态使用视角,从句法复杂度指标和句型种类两个维度,考察中国三语初学者英语书面语句法复杂度发展特征.研究发现:1)句法复杂度各指标发展趋势并不均衡:随着学习者年级的升高,单位产出长度和从属结构数量呈上升趋势,并列结构数量呈下降趋势,而复杂短语结构数量呈先上升后下降趋势.2)句法使用类型比较单一.在独立子句方面,简单句使用数量多于复合句;在从句使用方面,从句使用数量随着学习者年级升高呈增长趋势,其中状语从句和宾语从句使用数量较多.总之,中国三语初学者英语书面语句法复杂度产出能力较弱,但随着年级的升高总体呈上升趋势.基于发现,本研究对中国三语初学者英语句法教学提出了几点建议.

语言接触量假说是研究二语习得成效的新视角.首先,从语言接触量是影响二语习得成效的前提因素及语言接触量包括二语语言接触量与二语所在社会接触量两个方面,本文详述语言接触量假说的内涵.其次,从词汇和形态句法两个层面回顾和梳理国内外语言接触量的实证研究.在此基础上,从二语语言环境接触量与二语习得成效的关系,以及二语社会环境接触量与二语习得成效的关系两个方面,展望语言接触量研究的发展方向.最后,基于语言接触量假说,本研究尝试建构中国本土的"汉语背景的英语学习语言接触量框架",旨在为二语学界的语言接触量研究提供启示,为本土二语理论研究做贡献.

This study adopted a mixed-method study design to investigate the acquisitional features of English existential constructions at the syntax-pragmatics interface by Chinese learners, and explore the factors for non-native performance from the perspective of the Interface Hypothesis. A questionnaire was administered online to 300 Chinese learners of English and 20 English natives at a university in China, which included a picture description test and a context-matching test. Follow-up interviews were conducted with 30 Chinese learners. The experimental data were conducted using comparing means and generalized linear mixed model. Results showed that Chinese learners overproduced existential constructions and reached a native-like level until the advanced stage. Moreover, Chinese learners displayed different preference patterns for existential constructions from English natives, and basically reached a native-like level by the intermediate stage. The qualitative data provided possible explanations for non-native performance. The analysis revealed that non-native performance in production attributed to L1 negative transfer and input frequency, while that in comprehension resulted from underspecification of form-function mapping, input frequency and contexts. Based on the findings, some implications on syntax-pragmatics teaching and L2 interface studies are provided.

本研究基于动态系统理论,以10名中国英语学习者为研究被试,对其书面语形态复杂度动态发展进行了为期一学期的历时跟踪,并尝试使用动态变异分析技术(移动极值图和移动相关性)探究形态复杂度和词汇复杂度、句法复杂度的交互关系.研究发现:(1)形态复杂度总体呈稳定趋势,而个体内呈非线性发展趋势;(2)形态复杂度与词汇复杂度、句法复杂度存在复杂的动态交互关系,时而支持、时而竞争.基于研究发现,本研究提出了针对书面语形态复杂度教学的几点建议.

语言界面研究涉及语言内部各层面之间的互动关系,是新世纪语言学的研究方向,界面视角下二语句法学习是二语习得领域的研究热点.本研究在阐述句法—语用界面定义和成分、界面模型及界面假说的基础上,从非语言认知域、句法系统和认知因素3个维度,建构"句法—语用界面视角下英语句法学习理论框架",并介绍该理论框架的具体应用领域.最后,本研究对我国二语界面研究提出几点启示.本研究不仅为建构二语界面理论提供新思路,而且提出该界面的教学方法,旨在从根本上减少不完全习得的发生.