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Second Language Learning Difficulty of Chinese Grammar: A Rasch Analysis of Teachers' Perceptions

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Title: Second Language Learning Difficulty of Chinese Grammar: A Rasch Analysis of Teachers' Perceptions
Language: English
Authors: Jia Lin (ORCID 0000-0002-6002-8887), Yuan Lu (ORCID 0000-0002-3140-8514)
Source: Applied Linguistics. 2025 46(2):265-285.
Availability: Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://applij.oxfordjournals.org/
Peer Reviewed: Y
Page Count: 21
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Second Language Learning, Chinese, Grammar, Difficulty Level, Teacher Attitudes, Language Proficiency, College Faculty, College Students
DOI: 10.1093/applin/amae024
ISSN: 0142-6001
1477-450X
Abstract: This study examined second language (L2) learning difficulty of 13 Chinese grammatical constructions on the basis of teachers' perceptions and associated the L2 learning difficulty of Chinese grammatical constructions with teacher-perceived learner grammatical competence and with the instructional levels. A total of 77 experienced teachers were invited to rate the learning difficulty of 13 Chinese grammatical constructions with reference to L2 learners at four instructional levels at college. Utilizing the Rasch rating scale model, this study established an L2 Chinese grammar learning difficulty hierarchy and revealed that the learning difficulty hierarchy mostly overlapped with the acquisitional order of Chinese grammar found in L2 Chinese research and with the instructional order in a widely used Chinese textbook. This study enriches our understanding of the multifaceted nature of L2 learning difficulty and the idiosyncratic learning difficulty and pattern associated with each Chinese grammatical construction in L2 development. Implications for Chinese instruction, material development, and assessment are provided.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1476553
Database: ERIC
FullText Text:
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  Data: Second Language Learning Difficulty of Chinese Grammar: A Rasch Analysis of Teachers' Perceptions
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  Data: <searchLink fieldCode="AR" term="%22Jia+Lin%22">Jia Lin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6002-8887">0000-0002-6002-8887</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yuan+Lu%22">Yuan Lu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3140-8514">0000-0002-3140-8514</externalLink>)
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  Data: Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://applij.oxfordjournals.org/
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  Data: <searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Chinese%22">Chinese</searchLink><br /><searchLink fieldCode="DE" term="%22Grammar%22">Grammar</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink>
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  Data: This study examined second language (L2) learning difficulty of 13 Chinese grammatical constructions on the basis of teachers' perceptions and associated the L2 learning difficulty of Chinese grammatical constructions with teacher-perceived learner grammatical competence and with the instructional levels. A total of 77 experienced teachers were invited to rate the learning difficulty of 13 Chinese grammatical constructions with reference to L2 learners at four instructional levels at college. Utilizing the Rasch rating scale model, this study established an L2 Chinese grammar learning difficulty hierarchy and revealed that the learning difficulty hierarchy mostly overlapped with the acquisitional order of Chinese grammar found in L2 Chinese research and with the instructional order in a widely used Chinese textbook. This study enriches our understanding of the multifaceted nature of L2 learning difficulty and the idiosyncratic learning difficulty and pattern associated with each Chinese grammatical construction in L2 development. Implications for Chinese instruction, material development, and assessment are provided.
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        Value: 10.1093/applin/amae024
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      – Text: English
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        PageCount: 21
        StartPage: 265
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      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Chinese
        Type: general
      – SubjectFull: Grammar
        Type: general
      – SubjectFull: Difficulty Level
        Type: general
      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Language Proficiency
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      – SubjectFull: College Faculty
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      – SubjectFull: College Students
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            NameFull: Jia Lin
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            NameFull: Yuan Lu
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