Affiliation:
1. School of International Letters & Cultures , Arizona State University , PO Box 870202 , Tempe , AZ 85287-0202 , USA
Abstract
Abstract
The current study examines how L2 Chinese learners develop their topics in spoken and written discourse. Currently, researchers have mainly analyzed topical progression features in written texts. Topical progression in speech is rarely examined. We know little about whether learners may advance their topics differently in spoken and written discourse. The current study investigates how advanced Chinese learners apply topical progressions, such as parallel or sequential progression, in argumentative spoken and written discourse, respectively. The study also examines how various topical progressions may relate to the holistic qualities of spoken and written discourse. Topical progression features were analyzed using the Topical Structure Analysis framework. The results showed significant differences in the use of new sequential and related sequential progressions between the two types of discourse. The case study analysis results revealed a multi-Z and single-Z topical movement pattern for higher-score and lower-score performances, respectively.
Subject
Linguistics and Language,Language and Linguistics,Education
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