This study investigated the effects of xu-argument-based continuation writing on learners’processing of source texts.Seventy-five participants were randomly assigned to three conditions:(1)continuation writing,(2)sum...This study investigated the effects of xu-argument-based continuation writing on learners’processing of source texts.Seventy-five participants were randomly assigned to three conditions:(1)continuation writing,(2)summary writing,or(3)reading comprehension.Eye-tracking data were collected during reading,measuring early(first fixation duration,first pass duration)and late(go-past time,total fixation duration)eye movements.During writing,source-text rereading was tracked via fixation counts and durations.Results showed that task type did not affect initial lexical access,as first fixation duration showed no group differences.However,both production groups exhibited significantly longer first pass durations than the reading comprehension group.Late measures revealed a gradient pattern:the continuation writing group spent significantly longer gopast time and total fixation duration than the summary writing group,which exceeded the reading comprehension group.This indicates that continuation tasks promoted deeper cognitive engagement during reading.During writing,the continuation writing group spent more time rereading the source text with higher fixation counts than the summary writing group.These findings suggest that continuation writing triggers more intensive reader-text interaction during pre-writing and enhances comprehension-production coupling through sustained attention to input during writing.This study sheds light on the cognitive mechanisms underlying the theoretical and pedagogical value of xu-argument.展开更多
This interview examines the theoretical foundations,pedagogical applications,developmental trajectory,and future directions of the xu-argument.Professor Wang Chuming offers a comprehensive account of the xu-argument,c...This interview examines the theoretical foundations,pedagogical applications,developmental trajectory,and future directions of the xu-argument.Professor Wang Chuming offers a comprehensive account of the xu-argument,clarifying its theoretical framework,the learning mechanisms underlying xu,and its interface with international theories of second language acquisition(SLA).From the perspective of the xu-argument,he proposes novel interpretations of core issues in SLA.Drawing on the development of the xu-argument,Wang further discusses the essence,directions,and methodology of innovation in SLA theory.He emphasizes that theoretical advances must capture and illuminate underlying natural laws,arguing that innovative approaches are typically rooted in deep reflection on common sense.He also calls for theoretical innovation in SLA in the Chinese context,advocating a robust research paradigm that shifts from local observation to global theoretical generalization,thereby promoting bottom-up theoretical development.In closing,he highlights the promising prospects for SLA theory in the era of artificial intelligence.展开更多
This study examines whether and how cues focusing enhances Chinese-speaking English learners’engagement in comparison,thereby facilitating their acquisition of English articles within xu-based comparative continuatio...This study examines whether and how cues focusing enhances Chinese-speaking English learners’engagement in comparison,thereby facilitating their acquisition of English articles within xu-based comparative continuation writing tasks.Fifty English majors from a Chinese university were randomly assigned to three groups and each group was required to complete a comparative continuation task with one of three conditions:paired cues(cues presented in pairs),randomized cues(cues presented in random order),or implicit cues(no explicit cues provided).All participants undertook pretests,posttests,and delayed tests on English article knowledge,and ten of them volunteered to take follow-up interviews.The results indicate that:1)paired cues were more effective than randomized or implicit cues in promoting the acquisition of English articles;and 2)learners in the paired cues condition produced more target-like article usage in their continuation writings compared to those in the other two conditions.The effectiveness of paired cues is attributed to an enhanced contrast effect,which prompts learners to identify similarities and differences between cues within each pair,relates cue explanations and examples with actual article usage in the reading text,and reflects upon and compares their own article productions against those in the provided reading text.The study concludes that the process of learning through continuation is fundamentally supported by learners’capacity for comparison,reinforcing its role as a core element of xu-competence.展开更多
This study presents a systematic review of xu-based studies in an attempt to clarify the construct of the xu-argument and the effectiveness of continuation tasks in foreign language learning.This review adopted a meta...This study presents a systematic review of xu-based studies in an attempt to clarify the construct of the xu-argument and the effectiveness of continuation tasks in foreign language learning.This review adopted a meta-analytic procedure consisting of effect-size aggregation and moderator analysis.While the former quantitatively synthesized evidence in support of xu-based interventions,the latter contextualized evidence in relation to learner and task features.Meta-analytic results indicated a medium-to-large effect of xu-based interventions for foreign language learning(g=1.18 and g=0.49 for within-group and between-group contrasts respectively).This effect was comparatively larger for(a)university-level students,(b)multilingual settings,(c)foreign languages other than English(LOTEs),(d)longer instructional treatments,and(e)specific language features.We interpret supportive evidence for xu-based interventions with respect to theoretical,methodological and pedagogical relevance,and provide empirically grounded recommendations for future task design and research on xu-based practices.展开更多
Dialogues are fundamentally driven by xu(C. Wang, 2016, 2017), a Chinese word meaning continuation that captures the process in which interlocutors participate in interaction through the actions of(utterance) completi...Dialogues are fundamentally driven by xu(C. Wang, 2016, 2017), a Chinese word meaning continuation that captures the process in which interlocutors participate in interaction through the actions of(utterance) completion,(content) extension, and(topic) creation(CEC). This article reports a conversation analytic case study designed to investigate how the continuation strategies of CEC are used in real-time communication to achieve mutual understanding, and thus to construct intersubjectivity(Verhagen, 2005) and promote the development of second language(L2)interactional competence. Our data consisted of audio and video recordings of a 25-minute conversation between two L2 English speakers, one expert and one novice, and a stimulated recall interview with them. Results revealed that the expert employed CEC at the early stage of interaction to maintain successful communication, and the novice gradually aligned with the expert and used CEC to achieve mutual understanding, construct intersubjectivity, and create opportunities for interaction and learning at the late stage, displaying her development of L2 interactional competence. Our findings have useful implications for theoretical and methodological development of the xu-argument studies as well as for xu-based L2 pedagogy.展开更多
Based on the xu-argument, this study investigated the use of translation continuation tasks in commercial translation instruction. Forty-four second-year Business English majors at a Chinese university participated in...Based on the xu-argument, this study investigated the use of translation continuation tasks in commercial translation instruction. Forty-four second-year Business English majors at a Chinese university participated in the study. They were divided into equal-sized control and experimental groups. Members of the experimental group were asked to read Chinese-English parallel texts from a user manual, while those of the control group were asked to read the Chinese text only.Subsequently, both groups were required to translate the continued Chinese text into English. The results indicated the following: 1) the experimental group’s translated text was of significantly higher quality than that of the control group;and 2) the experimental group’s translations were well-aligned with the original text in their use of terminology, sentence structure, and stylistic features. The study concludes by suggesting that translation continuation tasks can improve commercial translation instruction and hence should be further applied in practice.展开更多
文摘This study investigated the effects of xu-argument-based continuation writing on learners’processing of source texts.Seventy-five participants were randomly assigned to three conditions:(1)continuation writing,(2)summary writing,or(3)reading comprehension.Eye-tracking data were collected during reading,measuring early(first fixation duration,first pass duration)and late(go-past time,total fixation duration)eye movements.During writing,source-text rereading was tracked via fixation counts and durations.Results showed that task type did not affect initial lexical access,as first fixation duration showed no group differences.However,both production groups exhibited significantly longer first pass durations than the reading comprehension group.Late measures revealed a gradient pattern:the continuation writing group spent significantly longer gopast time and total fixation duration than the summary writing group,which exceeded the reading comprehension group.This indicates that continuation tasks promoted deeper cognitive engagement during reading.During writing,the continuation writing group spent more time rereading the source text with higher fixation counts than the summary writing group.These findings suggest that continuation writing triggers more intensive reader-text interaction during pre-writing and enhances comprehension-production coupling through sustained attention to input during writing.This study sheds light on the cognitive mechanisms underlying the theoretical and pedagogical value of xu-argument.
文摘This interview examines the theoretical foundations,pedagogical applications,developmental trajectory,and future directions of the xu-argument.Professor Wang Chuming offers a comprehensive account of the xu-argument,clarifying its theoretical framework,the learning mechanisms underlying xu,and its interface with international theories of second language acquisition(SLA).From the perspective of the xu-argument,he proposes novel interpretations of core issues in SLA.Drawing on the development of the xu-argument,Wang further discusses the essence,directions,and methodology of innovation in SLA theory.He emphasizes that theoretical advances must capture and illuminate underlying natural laws,arguing that innovative approaches are typically rooted in deep reflection on common sense.He also calls for theoretical innovation in SLA in the Chinese context,advocating a robust research paradigm that shifts from local observation to global theoretical generalization,thereby promoting bottom-up theoretical development.In closing,he highlights the promising prospects for SLA theory in the era of artificial intelligence.
文摘This study examines whether and how cues focusing enhances Chinese-speaking English learners’engagement in comparison,thereby facilitating their acquisition of English articles within xu-based comparative continuation writing tasks.Fifty English majors from a Chinese university were randomly assigned to three groups and each group was required to complete a comparative continuation task with one of three conditions:paired cues(cues presented in pairs),randomized cues(cues presented in random order),or implicit cues(no explicit cues provided).All participants undertook pretests,posttests,and delayed tests on English article knowledge,and ten of them volunteered to take follow-up interviews.The results indicate that:1)paired cues were more effective than randomized or implicit cues in promoting the acquisition of English articles;and 2)learners in the paired cues condition produced more target-like article usage in their continuation writings compared to those in the other two conditions.The effectiveness of paired cues is attributed to an enhanced contrast effect,which prompts learners to identify similarities and differences between cues within each pair,relates cue explanations and examples with actual article usage in the reading text,and reflects upon and compares their own article productions against those in the provided reading text.The study concludes that the process of learning through continuation is fundamentally supported by learners’capacity for comparison,reinforcing its role as a core element of xu-competence.
文摘This study presents a systematic review of xu-based studies in an attempt to clarify the construct of the xu-argument and the effectiveness of continuation tasks in foreign language learning.This review adopted a meta-analytic procedure consisting of effect-size aggregation and moderator analysis.While the former quantitatively synthesized evidence in support of xu-based interventions,the latter contextualized evidence in relation to learner and task features.Meta-analytic results indicated a medium-to-large effect of xu-based interventions for foreign language learning(g=1.18 and g=0.49 for within-group and between-group contrasts respectively).This effect was comparatively larger for(a)university-level students,(b)multilingual settings,(c)foreign languages other than English(LOTEs),(d)longer instructional treatments,and(e)specific language features.We interpret supportive evidence for xu-based interventions with respect to theoretical,methodological and pedagogical relevance,and provide empirically grounded recommendations for future task design and research on xu-based practices.
文摘Dialogues are fundamentally driven by xu(C. Wang, 2016, 2017), a Chinese word meaning continuation that captures the process in which interlocutors participate in interaction through the actions of(utterance) completion,(content) extension, and(topic) creation(CEC). This article reports a conversation analytic case study designed to investigate how the continuation strategies of CEC are used in real-time communication to achieve mutual understanding, and thus to construct intersubjectivity(Verhagen, 2005) and promote the development of second language(L2)interactional competence. Our data consisted of audio and video recordings of a 25-minute conversation between two L2 English speakers, one expert and one novice, and a stimulated recall interview with them. Results revealed that the expert employed CEC at the early stage of interaction to maintain successful communication, and the novice gradually aligned with the expert and used CEC to achieve mutual understanding, construct intersubjectivity, and create opportunities for interaction and learning at the late stage, displaying her development of L2 interactional competence. Our findings have useful implications for theoretical and methodological development of the xu-argument studies as well as for xu-based L2 pedagogy.
文摘Based on the xu-argument, this study investigated the use of translation continuation tasks in commercial translation instruction. Forty-four second-year Business English majors at a Chinese university participated in the study. They were divided into equal-sized control and experimental groups. Members of the experimental group were asked to read Chinese-English parallel texts from a user manual, while those of the control group were asked to read the Chinese text only.Subsequently, both groups were required to translate the continued Chinese text into English. The results indicated the following: 1) the experimental group’s translated text was of significantly higher quality than that of the control group;and 2) the experimental group’s translations were well-aligned with the original text in their use of terminology, sentence structure, and stylistic features. The study concludes by suggesting that translation continuation tasks can improve commercial translation instruction and hence should be further applied in practice.
