From input to output: Learnability of the Chinese existential structure

Yanyin Zhang*

*Corresponding author for this work

    Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review


    Guided by Processability Theory (PT) (Pienemann, 1998, 2005), this teaching-led research study investigates the L2 learning of the Chinese existential structure by beginners in a university Chinese language course. The study focuses on two questions: were the students developmentally ready, and does the learning outcome justify the timing of the input. By analyzing the sequential arrangement of the teaching and learning objectives of grammar in the textbook and four classroom assessments, the study found that the textbook offered a learnable syllabus per PT, and that the students were developmentally ready to learn the existential structure when it was taught. The test results showed that out of 25 participants, only 2 had never managed to produce existential sentences correctly. The study could be regarded as a model for frontline L2 teachers with regards to textbook evaluation, problem solving, teaching-based research practice, and research-informed teaching. 1.

    Original languageEnglish
    Title of host publicationFrontiers of L2 Chinese Language Education
    Subtitle of host publicationA Global Perspective
    PublisherTaylor and Francis
    Number of pages16
    ISBN (Electronic)9781000459432
    ISBN (Print)9780367771263
    Publication statusPublished - 1 Jan 2021


    Dive into the research topics of 'From input to output: Learnability of the Chinese existential structure'. Together they form a unique fingerprint.

    Cite this