An empirical study of the classifier effect in advanced L2 users of Chinese

• Autores: Sanmao Zhu
• Localización: International Journal of Bilingualism: interdisciplinary studies of multilingual behaviour, ISSN 1367-0069, Vol. 25, Nº. 1, 2021, págs. 151-167
• Idioma: inglés
• DOI: 10.1177/1367006920943301
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• Resumen

  • Aims and objectives/purpose/research questions:

    This article examines the classifier effect on categorization among advanced Chinese as a second language (CSL) learners. More specifically, it aims to answer this question: Is non-classifier language speakers’ categorization of objects influenced by the acquisition of the Chinese classifier system? Design/methodology/approach, data and analysis:

    Native Chinese speakers, advanced CSL learners and non-CSL participants were asked to rate the relatedness of drawing pairs based on either classifier or taxonomy/theme; advanced CSL learners and non-CSL participants were then asked to immediately recall two lists of nouns, one associated with three taxonomic categories and the other with three classifiers. Repeated-measures ANOVA was conducted to examine the major effect between drawing relations (classifier related, taxonomically/thematically related and unrelated) and participant groups. Two measures of NCR (number of correct recall) and RR (ratio of repetition) were calculated and analysed to examine effective memory retrieval as well as subjective clustering.

    Findings/conclusions:

    Results showed that preferences for classifier-based and taxonomy/theme -based categorizations differed between advanced CSL learners and non-CSL participants. CSL learners’ knowledge of the classifier system also facilitated their performance in recalling and clustering objects. The findings revealed that concepts in bilingual minds may be language-specific and an alternative interpretation of the real world is internalized by learning a new language.

    Originality:

    Unlike previous studies, this article extended the examination of the cognitive consequences of classifiers to late bilinguals whose second language (L2) proficiency was formally assessed.

    Significance/implications:

    This study contributes empirical data supporting the importance of nonverbal behavioural evidence in the study of bilingual cognition. The degree and nature of the restructuring of real-world referents as a consequence of acquiring Chinese classifiers is of pedagogical value to second-language acquisition (SLA)