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 |
| 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 |
| 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. |
|---|---|
| ISSN: | 0142-6001 1477-450X |
| DOI: | 10.1093/applin/amae024 |
