From input to output: Learnability of the Chinese existential structure

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.