A Think-Aloud Study of Function-to-Form Mapping in Modal Use: Based on the Concept-Oriented Approach

Lai Peng

doi:doi:10.11648/j.ijalt.20210703.12

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A Think-Aloud Study of Function-to-Form Mapping in Modal Use: Based on the Concept-Oriented Approach

Lai Peng

Published in International Journal of Applied Linguistics and Translation (Volume 7, Issue 3)

Received: 8 August 2021 Accepted: 21 August 2021 Published: 31 August 2021

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Abstract

Due to the complexity of Chinese modal system in terms of function-form relation, misuse of Chinese modal verbs is quite common among learners of Chinese from other countries. Based on the concept-oriented approach, this paper aims to investigate how learners of Chinese as a foreign language choose modal forms to express the concept of modality in terms of function-to-form mapping, so as to shed light on the teaching of modal use. Modal forms investigated in this study are five Chinese modal verbs whose functions are categorized into three conceptual domains: the Speech Act Domain, the Event Domain and the Epistemic Domain. Six learners of Chinese from Poland were recruited to participate in a modal test which comprised of 24 pairs of modal sentences in English and Chinese. They were asked to think aloud while they chose Chinese modal verbs to match the functions expressed by the English modal verbs. Based on the think-aloud data, it is found that in all the three conceptual domains participants have perceived ambiguities between modal verbs which express similar functions, especially in the Epistemic Domain. Competition between these modal verbs arose in their mind where ambiguity was perceived in the process of function-to-form mapping. Qualitative analyses of the think-aloud data revealed that Epistemic Domain is the most difficult domain for the participants in terms of function-to-form mapping, and “Hui/Neng” is the most confusing pair of Chinese modal verbs which may require more explicit instruction. Apart from studying the cognitive processing of modal forms and the cognitive ambiguity between them, this think-aloud case study also manifested the influence of social context on second language acquisition. It carries pedagogical implications for modal acquisition and indicates a socio-cognitive perspective for future studies on modality.

Published in	International Journal of Applied Linguistics and Translation (Volume 7, Issue 3)
DOI	10.11648/j.ijalt.20210703.12
Page(s)	87-95
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Conceptual Domains, Chinese Modal Verbs, Function-to-Form Mapping, Ambiguity, Concept-Oriented Approach, Second Language Acquisition

References

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[2]	Shen, J. X. (2003). Compound Sentences in Three Conceptual Domains: Acting, Knowing, and Uttering. Chinese Language, (3): 195-205.
[3]	VanPatten, B. & Williams, J. (2015). Theories of Second Language Acquisition: An Introduction (2^nd edition). New York: Routledge: 54-68.
[4]	Ellis. R. (1999). The study of Second Language Acquisition. Shanghai: Shanghai Foreign Language Teaching Press: 360.
[5]	Guo, C. J. (2015). Think-aloud Protocols in Foreign Language Teaching Research. Beijing: Foreign Language Teaching and Research Press: 6-10.
[6]	Lai, P. (2016). A multiple-perspective study on English speaker’s acquisition of Chinese modal verbs. Guangzhou: Sun Yat-sen University Press: 57.
[7]	Coates, J. (1983). The semantics of the modal auxiliaries. London: Croom Helm: 16.
[8]	Ely, C. (2002). Tolerance of ambiguity and the teaching of ESL In “Learning styles in the ESL/EFL classroom” (edited by Joy M. Reid). Beijing: Foreign Language Teaching and Research Press: 87-89.
[9]	Ellis, R. (2015). Understanding Second Language Acquisition (2^nd edition). Oxford: Oxford University Press: 212-220.
[10]	Hu, M. (2009). A Study on the Acquisition of Modal Verb “Can” (Neng) by Western Students. Master thesis of Beijing Language and Culture University, China: 31-32.
[11]	Zhang, N. (2018). A Study on the Confusion Conditions of Chinese Modal Verbs among Foreign Learners. Master thesis of Shandong Normal University, China: 14, 18.
[12]	Lai, P. (2020). Semantic and syntactic ambiguities in the acquisition of Chinese modal verbs: based on intralingual and interlingual differences. Linguistics and Literature Studies, 8 (4): 206-214.
[13]	Block, D. (2012). The Social Turn in Second Language Acquisition. Beijing: World Publishing Corporation: 115.
[14]	Palmer, F. R. (2007). Mood and modality (2^nd edition). Beijing: World Publisher Corporation: 89-99.
[15]	Vold, E. T. (2006). Epistemic modality markers in research articles: A cross-linguistic and cross-disciplinary study. International Journal of Applied Linguistics, 16 (1): 61-87.
[16]	Lai, P. (2021). A Correlative Study on Epistemic Modal Use and Tolerance of Ambiguity: Based on Functionalist Theories in Second Language Acquisition. International Journal of Language and Linguistics 9 (4): 169-179.

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Lai Peng. (2021). A Think-Aloud Study of Function-to-Form Mapping in Modal Use: Based on the Concept-Oriented Approach. International Journal of Applied Linguistics and Translation, 7(3), 87-95. https://doi.org/10.11648/j.ijalt.20210703.12

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Lai Peng. A Think-Aloud Study of Function-to-Form Mapping in Modal Use: Based on the Concept-Oriented Approach. Int. J. Appl. Linguist. Transl. 2021, 7(3), 87-95. doi: 10.11648/j.ijalt.20210703.12

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AMA Style

Lai Peng. A Think-Aloud Study of Function-to-Form Mapping in Modal Use: Based on the Concept-Oriented Approach. Int J Appl Linguist Transl. 2021;7(3):87-95. doi: 10.11648/j.ijalt.20210703.12

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@article{10.11648/j.ijalt.20210703.12,
  author = {Lai Peng},
  title = {A Think-Aloud Study of Function-to-Form Mapping in Modal Use: Based on the Concept-Oriented Approach},
  journal = {International Journal of Applied Linguistics and Translation},
  volume = {7},
  number = {3},
  pages = {87-95},
  doi = {10.11648/j.ijalt.20210703.12},
  url = {https://doi.org/10.11648/j.ijalt.20210703.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijalt.20210703.12},
  abstract = {Due to the complexity of Chinese modal system in terms of function-form relation, misuse of Chinese modal verbs is quite common among learners of Chinese from other countries. Based on the concept-oriented approach, this paper aims to investigate how learners of Chinese as a foreign language choose modal forms to express the concept of modality in terms of function-to-form mapping, so as to shed light on the teaching of modal use. Modal forms investigated in this study are five Chinese modal verbs whose functions are categorized into three conceptual domains: the Speech Act Domain, the Event Domain and the Epistemic Domain. Six learners of Chinese from Poland were recruited to participate in a modal test which comprised of 24 pairs of modal sentences in English and Chinese. They were asked to think aloud while they chose Chinese modal verbs to match the functions expressed by the English modal verbs. Based on the think-aloud data, it is found that in all the three conceptual domains participants have perceived ambiguities between modal verbs which express similar functions, especially in the Epistemic Domain. Competition between these modal verbs arose in their mind where ambiguity was perceived in the process of function-to-form mapping. Qualitative analyses of the think-aloud data revealed that Epistemic Domain is the most difficult domain for the participants in terms of function-to-form mapping, and “Hui/Neng” is the most confusing pair of Chinese modal verbs which may require more explicit instruction. Apart from studying the cognitive processing of modal forms and the cognitive ambiguity between them, this think-aloud case study also manifested the influence of social context on second language acquisition. It carries pedagogical implications for modal acquisition and indicates a socio-cognitive perspective for future studies on modality.},
 year = {2021}
}

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TY  - JOUR
T1  - A Think-Aloud Study of Function-to-Form Mapping in Modal Use: Based on the Concept-Oriented Approach
AU  - Lai Peng
Y1  - 2021/08/31
PY  - 2021
N1  - https://doi.org/10.11648/j.ijalt.20210703.12
DO  - 10.11648/j.ijalt.20210703.12
T2  - International Journal of Applied Linguistics and Translation
JF  - International Journal of Applied Linguistics and Translation
JO  - International Journal of Applied Linguistics and Translation
SP  - 87
EP  - 95
PB  - Science Publishing Group
SN  - 2472-1271
UR  - https://doi.org/10.11648/j.ijalt.20210703.12
AB  - Due to the complexity of Chinese modal system in terms of function-form relation, misuse of Chinese modal verbs is quite common among learners of Chinese from other countries. Based on the concept-oriented approach, this paper aims to investigate how learners of Chinese as a foreign language choose modal forms to express the concept of modality in terms of function-to-form mapping, so as to shed light on the teaching of modal use. Modal forms investigated in this study are five Chinese modal verbs whose functions are categorized into three conceptual domains: the Speech Act Domain, the Event Domain and the Epistemic Domain. Six learners of Chinese from Poland were recruited to participate in a modal test which comprised of 24 pairs of modal sentences in English and Chinese. They were asked to think aloud while they chose Chinese modal verbs to match the functions expressed by the English modal verbs. Based on the think-aloud data, it is found that in all the three conceptual domains participants have perceived ambiguities between modal verbs which express similar functions, especially in the Epistemic Domain. Competition between these modal verbs arose in their mind where ambiguity was perceived in the process of function-to-form mapping. Qualitative analyses of the think-aloud data revealed that Epistemic Domain is the most difficult domain for the participants in terms of function-to-form mapping, and “Hui/Neng” is the most confusing pair of Chinese modal verbs which may require more explicit instruction. Apart from studying the cognitive processing of modal forms and the cognitive ambiguity between them, this think-aloud case study also manifested the influence of social context on second language acquisition. It carries pedagogical implications for modal acquisition and indicates a socio-cognitive perspective for future studies on modality.
VL  - 7
IS  - 3
ER  -

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Author Information

Lai Peng

School of Foreign Languages, Sun Yat-sen University, Guangzhou, China

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APA Style

Lai Peng. (2021). A Think-Aloud Study of Function-to-Form Mapping in Modal Use: Based on the Concept-Oriented Approach. International Journal of Applied Linguistics and Translation, 7(3), 87-95. https://doi.org/10.11648/j.ijalt.20210703.12

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ACS Style

Lai Peng. A Think-Aloud Study of Function-to-Form Mapping in Modal Use: Based on the Concept-Oriented Approach. Int. J. Appl. Linguist. Transl. 2021, 7(3), 87-95. doi: 10.11648/j.ijalt.20210703.12

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AMA Style

Lai Peng. A Think-Aloud Study of Function-to-Form Mapping in Modal Use: Based on the Concept-Oriented Approach. Int J Appl Linguist Transl. 2021;7(3):87-95. doi: 10.11648/j.ijalt.20210703.12

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@article{10.11648/j.ijalt.20210703.12,
  author = {Lai Peng},
  title = {A Think-Aloud Study of Function-to-Form Mapping in Modal Use: Based on the Concept-Oriented Approach},
  journal = {International Journal of Applied Linguistics and Translation},
  volume = {7},
  number = {3},
  pages = {87-95},
  doi = {10.11648/j.ijalt.20210703.12},
  url = {https://doi.org/10.11648/j.ijalt.20210703.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijalt.20210703.12},
  abstract = {Due to the complexity of Chinese modal system in terms of function-form relation, misuse of Chinese modal verbs is quite common among learners of Chinese from other countries. Based on the concept-oriented approach, this paper aims to investigate how learners of Chinese as a foreign language choose modal forms to express the concept of modality in terms of function-to-form mapping, so as to shed light on the teaching of modal use. Modal forms investigated in this study are five Chinese modal verbs whose functions are categorized into three conceptual domains: the Speech Act Domain, the Event Domain and the Epistemic Domain. Six learners of Chinese from Poland were recruited to participate in a modal test which comprised of 24 pairs of modal sentences in English and Chinese. They were asked to think aloud while they chose Chinese modal verbs to match the functions expressed by the English modal verbs. Based on the think-aloud data, it is found that in all the three conceptual domains participants have perceived ambiguities between modal verbs which express similar functions, especially in the Epistemic Domain. Competition between these modal verbs arose in their mind where ambiguity was perceived in the process of function-to-form mapping. Qualitative analyses of the think-aloud data revealed that Epistemic Domain is the most difficult domain for the participants in terms of function-to-form mapping, and “Hui/Neng” is the most confusing pair of Chinese modal verbs which may require more explicit instruction. Apart from studying the cognitive processing of modal forms and the cognitive ambiguity between them, this think-aloud case study also manifested the influence of social context on second language acquisition. It carries pedagogical implications for modal acquisition and indicates a socio-cognitive perspective for future studies on modality.},
 year = {2021}
}

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TY  - JOUR
T1  - A Think-Aloud Study of Function-to-Form Mapping in Modal Use: Based on the Concept-Oriented Approach
AU  - Lai Peng
Y1  - 2021/08/31
PY  - 2021
N1  - https://doi.org/10.11648/j.ijalt.20210703.12
DO  - 10.11648/j.ijalt.20210703.12
T2  - International Journal of Applied Linguistics and Translation
JF  - International Journal of Applied Linguistics and Translation
JO  - International Journal of Applied Linguistics and Translation
SP  - 87
EP  - 95
PB  - Science Publishing Group
SN  - 2472-1271
UR  - https://doi.org/10.11648/j.ijalt.20210703.12
AB  - Due to the complexity of Chinese modal system in terms of function-form relation, misuse of Chinese modal verbs is quite common among learners of Chinese from other countries. Based on the concept-oriented approach, this paper aims to investigate how learners of Chinese as a foreign language choose modal forms to express the concept of modality in terms of function-to-form mapping, so as to shed light on the teaching of modal use. Modal forms investigated in this study are five Chinese modal verbs whose functions are categorized into three conceptual domains: the Speech Act Domain, the Event Domain and the Epistemic Domain. Six learners of Chinese from Poland were recruited to participate in a modal test which comprised of 24 pairs of modal sentences in English and Chinese. They were asked to think aloud while they chose Chinese modal verbs to match the functions expressed by the English modal verbs. Based on the think-aloud data, it is found that in all the three conceptual domains participants have perceived ambiguities between modal verbs which express similar functions, especially in the Epistemic Domain. Competition between these modal verbs arose in their mind where ambiguity was perceived in the process of function-to-form mapping. Qualitative analyses of the think-aloud data revealed that Epistemic Domain is the most difficult domain for the participants in terms of function-to-form mapping, and “Hui/Neng” is the most confusing pair of Chinese modal verbs which may require more explicit instruction. Apart from studying the cognitive processing of modal forms and the cognitive ambiguity between them, this think-aloud case study also manifested the influence of social context on second language acquisition. It carries pedagogical implications for modal acquisition and indicates a socio-cognitive perspective for future studies on modality.
VL  - 7
IS  - 3
ER  -

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