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- Genre: Masters Thesis
Description
Many researchers have pointed out that sentence complexity plays an important role in language maturity. Using cohesive devices is a critical method to composing complicated sentences. Several grammatical researchers give cohesive devices different definitions and categories in the perspective of pure linguistics, yet little is known about the Chinese learners' acquisition situations of cohesive devices in the field of Teaching Chinese as a Foreign Language (TCFL). Combined with these definitions and pedagogical theories, the acquisition situations of four grammatical features of cohesive devices and eleven logical relations are discussed in this thesis. This thesis expects that through discovering different features of cohesive devices among different student levels, educators of Chinese will gain a more comprehensive understanding of the acquisition orders and features of conjunctive devices. In this study, I examine the teaching orders of cohesive devices in selected textbooks from first-year Chinese through fourth-year Chinese. Three groups of students were required to complete two essays based on the same topics and prompts. Twenty-eight valid writing samples are examined in total, including ten writing samples from fourth-year students, another ten from third-year students, and eight from second-year students. The results show that there are no obvious differences among the three levels of students in their use of certain grammatical features and logical relations of cohesive devices. Students in these three levels have difficulty understanding how to connect paragraphs together fluently and accurately in their compositions. Pedagogical implications include some suggestions about designing instructional writing assignments in order to give more clearly pedagogical instructions for teaching cohesive devices. In addition, comprehensible directions that explain which logical relations should be taught every academic year are proposed.
ContributorsHan, Jining (Author) / Spring, Madeline K (Thesis advisor) / Ling, Xiaoqiao (Committee member) / Oh, Young (Committee member) / Arizona State University (Publisher)
Created2013
Description
This paper explores the development of newspapers and serialized novels in Meiji era Japan (1868 - 1912). A theoretical discussion of the role of newspapers in the evolution of culture and society provides background for an analysis of the history and development of the newspaper in Japan. The primary focus is on the rapid development of newspapers and their contribution to the extensive changes in society during the Meiji period. Newspapers both contributed to and were influenced by the development of Japanese society. Finally, the paper applies the theoretical understanding and historical perspective to the analysis of two Meiji serialized novels, one from the beginning of Meiji and one from the end of the era. These novels reveal that Meiji Japan was concerned with creating a general public and establishing an image of a "Japanese nation" that had not previously existed. Takahashi Oden yasha monogatari (1878-1879), by Kanagaki Robun (1829 - 1894), shows how society excluded groups in order to strengthen the majority of people's identification with Japanese society's norms at the beginning of Meiji. Kokoro (1914), by Natsume Souseki (1867 - 1916), uses the shared experience of the death of Emperor Meiji to pull all Japanese into an inclusive social group, and solidify the image of what it meant to be part of Japan in the modern era.
ContributorsArnold, Keith (Author) / Creamer, John (Thesis advisor) / Chambers, Anthony H (Committee member) / Oh, Young (Committee member) / Arizona State University (Publisher)
Created2012
Description
ABSTRACT Much of teacher feedback research is conducted in the L1 and L2 contexts. There is a paucity of research about feedback in the Teaching Chinese as a Foreign Language (TCFL) context. Particularly, little is known about teachers' feedback practices and student views of teacher feedback. The present study was undertaken to fill the research gap by focusing on teachers'written feedback. Student data from surveying 38 students was interpreted with teacher data gained from interviewing three teachers. The findings indicate that teacher written feedback, which occurred in a multiple-draft writing cycle, generally accorded with recommended feedback principles. Students responded favorably to teacher written feedback. The results also reveal discrepancies between teachers' feedback practices and student perceptions of and preferences regarding teacher feedback. The results show that students wanted more written comments from teachers, though most teachers didn't prioritize written comments. Despite teachers' practices and their inclination toward offering coded indirect error correction, students in the study expressed their preferences for direct error correction. Most students are interested in receiving teacher feedback that addresses all aspects of writing rather than primarily focusing on language accuracy. The reasons that may account for the disjuncture are also discussed in the study. The study concludes that it is important for teachers to be aware of student attitudes and expectations regarding teacher feedback. Teachers should be flexible enough to provide individualized feedback. Pedagogical implications are included in the paper in the hope of shedding light on the development of effective and helpful teacher feedback.
ContributorsChen, Jinglin (Author) / Spring, Madeline (Thesis advisor) / Oh, Young (Committee member) / West, Stephen (Committee member) / Arizona State University (Publisher)
Created2012
Description
This case study explores similarities and differences between the instructors' beliefs about oral corrective feedback and their actual practices in a summer Chinese program. This kind of feedback is beneficial for beginning college-level learners of Chinese to improve their speaking accuracy. The researcher conducted face-to-face interviews with two teachers of Chinese, focusing on their beliefs about oral corrective feedback in their language classrooms. In addition, the researcher recorded teacher-student interactions through class observation in order to analyze the teachers' actual practices of oral corrective feedback. The main findings show that the teachers hold similar beliefs on oral corrective feedback and its beneficial role in helping improve learners speaking accuracy. The fact is that they frequently provide oral corrective feedback in classroom, mostly using recasts. Implications are discussed in view of the necessity of using explicit feedback and recasts appropriately. In addition, this study demonstrates the need for specific professional development and teacher training about how to provide efficient corrective feedback.
ContributorsDong, Zhixin (Author) / Spring, Madeline K. (Thesis advisor) / West, Stephen (Committee member) / Oh, Young (Committee member) / Arizona State University (Publisher)
Created2012
Description
Since Ruth Benedict introduced the dual concepts of “shame culture” and “guilt culture,” far Eastern Asian societies have placed more emphasis on such “shame culture.” However, Wolfram Eberhard has indicated that Ruth’s dualism may be questionable, and he has pointed out that there are several documents composed by non-Confucian elites that are available to study. Furthermore, Paul Ricoeur claims that language, especially that in confession, is the best source to study to understand guilt and shame cultures. Thus, I would like to study confessional writings in early Daoism. These so-called confessional writings include the Personal Writs to the Three Officials, the zhang-petition in the Celestial Master tradition, and the ci-declaration in Lingbao rituals. If the Personal Writs documents a true practice in history, it should contain the most itemized and profound “feeling of guilt” according to the earlier texts. Most petitions recorded in Master Vermilion Pine’s Almanac only include some formula for confessional words rather than specific confessions. But, I have found some flexible sections, which may be reserved for specific confession, in these formulaic petitions. I also explore two anecdotes about specific confessions in the Six Dynasties to support my claims. I discuss the format, structure and functions of the ci-declaration, an ancient but new writ system in Lingbao retreats. By far the majority of confessions in Lingbao tradition are public and formulaic, but the Lingbao scripture also contains personal confession. Much like the petition, the ci-declaration is personal but contains formulaic writing.
ContributorsYuan, Ningjie (Author) / Bokenkamp, Stephen (Thesis advisor) / Oh, Young (Committee member) / Chen, Huaiyu (Committee member) / Arizona State University (Publisher)
Created2017
Description
This thesis is a translation and analysis of the “Epitaph of the Wu Kingdom
Transcendent Duke Ge of the Left Palace of the Grand Bourne” (Epitaph below). The author was Tao Hongjing (456 CE-536 CE). The subject of this Epitaph inscribed on a stele was Ge Xuan (trad. 164 CE-244 CE). Ge Xuan had two titles attributed to him by later Daoists. According to the Lingbao scriptures, Ge was appointed by the Perfected of Grand Bourne, a heavenly title. Later, in the Shangqing scriptures, Ge Xuan was said to be an earthly transcendent without any heavenly appointment. This debate occurred before Tao Hongjing began to write. This stele epitaph is essential, as it records sayings from both Lingbao and Shangqing scriptures. By reading this translated epitaph, scholars can know more about different versions of Ge Xuan's legend, as well as how Ge Xuan's legend was constantly rewritten by later Daoists.
Transcendent Duke Ge of the Left Palace of the Grand Bourne” (Epitaph below). The author was Tao Hongjing (456 CE-536 CE). The subject of this Epitaph inscribed on a stele was Ge Xuan (trad. 164 CE-244 CE). Ge Xuan had two titles attributed to him by later Daoists. According to the Lingbao scriptures, Ge was appointed by the Perfected of Grand Bourne, a heavenly title. Later, in the Shangqing scriptures, Ge Xuan was said to be an earthly transcendent without any heavenly appointment. This debate occurred before Tao Hongjing began to write. This stele epitaph is essential, as it records sayings from both Lingbao and Shangqing scriptures. By reading this translated epitaph, scholars can know more about different versions of Ge Xuan's legend, as well as how Ge Xuan's legend was constantly rewritten by later Daoists.
ContributorsDing, Jiashuo (Author) / Bokenkamp, Stephen R (Thesis advisor) / Chen, Huaiyu (Committee member) / Oh, Young (Committee member) / Arizona State University (Publisher)
Created2020