QM-HK006-1018-1025-2000-Assignment [KK]
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The Challenge of Non-Finite Verbs for Chinese Learners of English
Introduction
The process of English learning as the second language poses serious challenges and among
these challenges, the mastery of the non-finite verbs leads as a complex linguistic terrain
when it comes to Chinese learners. This complex grammatical form is essential for the
expressing of nuanced relationships and actions therefore, becoming the focal point in the
understanding of the syntactic differences between English and Chinese. This paper explores
the challenges of non-finite verbs drawing from the theoretical insights from typological
analysis of multi verb constructions by Tang (2019) and the cognitive approach by Tang
(2023). This linguistic exploration involves the understanding of the finiteness distinctions
and navigates the syntactic structures in multiverb constructions. The paper recognizes that
the challenges faced by Chinese English learners go beyond the grammatical elements to
include syntactic structures adaptation and cognitive shifts ingrained in the native language.
Through the integration of personal experiences, literature review and proposed teaching
methods, the paper aims at providing educators with a comprehensive understanding of the
challenges faced by Chinese English learners and offer effective strategies for enhancing
English language acquisition. The paper advocates for the holistic pedagogical approach
considering the practical implications, cultural context and theoretical foundations in
fostering the bridge between the linguistic structures in English and Chinese.
Description of the Non-Infinite Verbs Form/Structure
Non-infinite verbs pose a serious challenge for the Chinese learners acquiring English
because of the inherent differences between the syntactic structures of English and Chinese.
The cognitive approach by Tang (2023) offers a comprehensive analysis, demonstrating the
semantic complexities involve in the differentiation between non-finite and finite verbs in
Chinese. In Chinese, the finiteness concept is intricately connected to the absence or presence
of element assertion (Klein et al., 2000; Klein, 1998). Based on this framework, the finite
declarative clause in Chinese include the assertion element while the non-finite clause lacks
the topic tie. Tang (2023) emphasizes that the fitness function realization in Chinese is
facilitated by the optional particles. An important aspect in fitness understanding in Chinese
involves aspectual articles analysis like “zhe,” “zai,” “guo,” and “le,” playing an important
tole in the topic time assertions regarding a sentence’s temporal aspects (Klein et al., 2000).
The application of these aspectual particles significantly contributes to the semantic
representation of Chinese temporal relationships (Tang, 2023). This s a distinction that is
particularly important for Chinese English learners considering English depends on explicit
verb inflections in marking tenses which is a feature that lacks in Chinese.
Shi’s (2001) exploration of the one-dimensionality aspect of time suggests that finite verbs in
Chinese include the grammatical markets showing time information like aspect particles
“guo” which is an experiential aspectual marker, “le” which is a completion aspectual marker
and duplication. These markers’ application in Chinese sentences contributes to the semantic
temporal relationships representation (Tang, 2023). The indication of verbs as objects,
subjects and verbs after prepositions as usually non-infinite based on insights from Shi (2001)
offers a nuanced understanding of the way Chinese speakers deal with finiteness differences
in their native language. However, Li (1999) challenges the one-dimensionality of time
notion by Shi (2001) by introducing the expressions such as “yibian” (meanwhile) and “you,”
enabling the description of the events occurring simultaneously. According to Tang (2023),
such a linguistic flexibility in time expression signifies the complex relationship between the
syntactic structures and time expression in Chinese and poses a serious challenge to Chinese
learners while transitioning to English where its syntactic structure depends on explicit
markers for the temporal relationships.
According to Tang (2019), in English, the multi-verb constructions involve the auxiliary
verbs which contributes to the overall structure and in conveying nuanced meanings.
However, Chinese uses a different strategy that depends on verbs concatenation without the
auxiliary elements. The English learners may find using auxiliary verbs in the multi-verb
constructions as a clear finiteness marker while the Chinese learners may be forced to adapt
to a more context-dependent approach, depending on the sequential verbs’ arrangement
(Tang, 2019). Moreover, in Chinese, the selection and ordering of verbs plays an important
role in the completion of actions and in conveying temporal relationships. On the contrary, in
English, the auxiliary verbs handle such aspectual differences. Therefore, for the Chinese
English learners, grasping such typological differences is imperative in achieving proficiency
in utilizing multi-verb English constructions.
Literature, Personal Experience and Challenges in the Form/Structure
In the exploration of the challenges created by non-finite verbs for Chinse English learners,
Tang’s (2023) cognitive approach, based on cognitive events semantics, shows the complex
relationship between semantic perspectives and finiteness in Chinese. This is a perspective
that is important because Chinese which lacks the explicit morphological markets and
flexibility in word order, necessitates the unique cognitive process approach when Chinese
English learners are dealing with verbs. Furthermore, the generative finiteness approaches’
examination by Tang (2023), in particular the “INFL” adaptation within the generative
grammar in the 1980s, offers a historical context surrounding the finiteness distinctions in
Chinese allowing for the understanding of the cognitive shifts needed in effective acquisition
of language. According to Hao et al. (2022), the challenges faced by Chinese in adapting to
the Western theories arises from its lack of inflectional morphology, demonstrating the
challenges faced by Chinese learners when reconciling their native language grammatical
structures and those of English. Yang and Tsai’s (2011) neuroscientific insights based on
fMRI and ERP aligns with the cognitive approach by Tang (2023) by highlighting on the role
played by cognitive processing in the use and understanding of verbs in Chinese. Such a
convergence between neuroscience and linguistics reinforces the multifaceted nature of
language acquisition, suggesting semantics, syntax and neural mechanisms as well.
Grano’s (2015) work on restructuring by analysing complement phrases or verb phrases
further demonstrates the challenges faced by Chinese English learners. Furthermore, the
exploration of the aspectual particle “le” in the clauses with the root modal “nenggou” and
epistemic modal “keneng” by Lin (2012) introduces other considerations to finiteness
differences in Chinese with such a complexity extending the scope of understanding for
educators, necessitating their consideration of the syntactic structures, aspect markers and
modality. Ussery et al.’s (2016) restructuring exploration including complement phrases and
verb phrases allow for the understanding of aspect markers interpretation in Chinese while
Huang’s (2018) examination of “ye” (also) focus verb and “shuo” (to say) morpheme
introduces the linguistic elements contributing to the finiteness distinctions understanding.
Moreover, Zhang’s (2019) exploration of the sentence-final aspect particles “le,” “laizhe,”
and “ne” increases the depth of the nature of Chinese finiteness. The structural distinctions in multi-verb constructions as demonstrated by Tang (2019)
underscore the challenges faced by Chinese English learners in navigating finiteness and in
the comprehension of the unique syntactic structures inherently present in multi-verb
construction. In English, multi-verb constructions involve auxiliary verbs which contribute to
conveying nuanced meanings and in overall structure. These structural variations pose
challenges for Chinese learners while transitioning to English (Tang, 2019). The absence of
the auxiliary verbs in the multi-verb constructions of Chinese underscores the typological
differences between languages. The English learners may find utilizing auxiliary verbs in
multi-verb constructions as clear finiteness marker while the Chinese learners may be
required to adapt to a more context-based approach that depends on the sequential verbs’
arrangement (Tang, 2019). Additionally, in Chinese, the selection and ordering of verbs play
an important role in actions completion and conveying temporal relationships. Therefore, for
Chinese learners, grasping such typological differences is imperative in attaining proficiency
in using English multi-verb constructions,
From my personal experience as a Chinese student learning English, I remember vividly the
challenges I faced in understanding multi-verb constructions. The absence of the auxiliary
verbs in the Chinese structures implied that an adaptation to the English system, involving the
auxiliary verbs carry a huge grammatical weight, which required the shift in my approach to
linguistic. The nuances of how and when to employ the auxiliary verbs in conveying precise
meanings where complex elements of the English syntax that required a careful attention.
Tang’s (2019) typological analysis resonates with personal experience by highlighting the
structural differences between Chinese and English multi-verb constructions. The reliance on
auxiliary verbs by English in conveying meaning posed a major challenge. Also, the
sequential verbs arrangement in Chinese while indicating the temporal relationships, did not
align with the functions of English auxiliary verbs. As a learner, this challenge went beyond
the theoretical grammar rules understanding. It necessitated the rewiring of my cognitive
processes to include the distinctive syntactic features of the multi-verb constructions in
English. Furthermore, the need to strategically place and anticipate the auxiliary verbs in my
sentences in conveying the intended meaning added additional complexity beyond the
finiteness distinctions.
Proposed Teaching Methods
Authentic Text
Tang’s (2019) typological differences exploration between Chinese and English multi-verb
constructions offer a rich source for non-finite verbs illustration in the context of the real-
world linguistic. Choosing this work as the authentic text was deliberate because it introduces
the non-finite verbs but because it explores the intricate structural differences between
languages. By using this authentic text, educators are able to expose the students to the varied
and natural non-finite verbs application to foster a deeper understanding going beyond
isolated examples. Furthermore, the selected text acts as the window into the natural non-
finite verbs use in the linguistic setting. Through observational learning, students are able to
identify the instances of the non-finite verbs and understand how the verbs contribute to the
overall structure and meaning of sentences. This method aligns with the theories of cognitive
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learning emphasizing on the significance of observation and modelling in the process of
learning (Hung, 2019). Moreover, the cross-cultural aspect of comparing Chinese and English
multi-verb constructions add a unique layer of interest. This is because it assists in the
understanding of the non-finite verbs but also promotes linguistic diversity and cultural
awareness. Therefore, students are able to explore the way the linguistic features like the
absence of the morphological finiteness in Chinese have an impact on ideas expression as
compared to English.
Designing a Written Exercise and Answer Key
The written exercise (See Appendix A) is strategically designed to actively engage the
students in the non-finite verbs’ application. By requiring the students to transform and
identify sentences that use appropriate non-finite verbs, students are compelled to critically
think about the contextual suitability of such verbs. Also, such an active application
reinforces the theoretical knowledge allowing students to be able to internalize the concept.
Additionally, the written exercise (See Appendix A) offers a tangible manifestation of this
approach. This is because it requires the students to transform the sentences through the
incorporation of the non-finite verbs which fosters an active engagement. The answer key
acts as a self-assessment and diagnostic tool which aligns with the constructivist theories
emphasizing on reflection and self-directed learning. Designing a Communicative Task
The communicative task has been designed so as to bridge the gap between practical
language use and theoretical knowledge. Students are encouraged to actively incorporate the
non-finite verbs into the realistic scenarios in a group discussion setting. The task mirrors the
authentic communicative situations where language serves as the dynamic tool for the
expression of ideas and in the engagement in a meaningful dialogue. Moreover, the emphasis
on group discussions fosters collaborative learning. As each member make a contribution to
the process of dialogue creation, students engaged in the shared exploration of the non-finite
verbs. Such a collaborative aspect aligns with the social constructivist theories that emphasize
on the role of the social interaction in the construction of knowledge (Kalpana, 2014).
Through the provision of sample dialogues and clear guidelines (See Appendix B), educators
are able to offer the students the framework for the application of the non-finite verbs in
context. Therefore, this ensures the students grasp the grammatical nuances and encourages
the students to consider the pragmatic elements like appropriateness, formality and tone in
their use of language. This communicative task (See Appendix B) encourages the students to
actively apply the non-finite verbs in the conversational context, facilitating a practical
understanding of their usage. Through an engagement in collaborative creation of dialogue,
the students reinforce their non-finite verbs understanding and develop communication skills.
Conclusion
The exploration of the challenges of non-finite verbs for the Chinese English learners
demonstrates the multifaceted nature extending beyond the grammatical complexities. Rooted
in the theoretical foundations by Tang’s (2023) cognitive approach and Tang’s (2019)
typological analysis, this paper has illuminated on the cognitive shifts needed by Chinese
learners to be able to navigate the syntactic distinctions inherent in multi-verb constructions
and finiteness. Additionally, the literature review that is enriched by personal experiences
underscores the complexity of acquisition of language, therefore, emphasizing the need for
the tailored strategies of teaching. As the Chinese learners’ grapple with the absence of
morphological markers and the flexible word order in their native language, the proposed
methods of teaching, detailed in written texts, communicative tasks and authentic text
selection offer a framework that is comprehensive. The approach reinforces the theoretical
knowledge and engages the students in the non-finite verbs’ application, hence, bridging the
gap between real-world language use and linguistic theory. Also, the cross-cultural dimension
that is introduced through the comparison of Chinese and English multi-verb constructions
incorporates the notion of cultural awareness which enriches the linguistic competence of the
students. The communicative task’s collaborative nature further aligns with the social
constructivist theories that emphasize on the role of interaction when it comes to knowledge
construction. Therefore, this exploration advocates for the holistic pedagogical approach
considering practical application, cultural nuances, and linguistic theory. This will allow
educators to empower the Chinese learners in grasping the complexities and challenges of
non-finite verbs and navigate the landscape of the English syntax. Such a nuanced
understanding allows for the formation of a bridge which facilitates the smoother endeavour
for the Chinese learners towards proficiency in the English language.
References
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Hao, Y., Duan, X., & Yan, Q. (2022). Processing aspectual agreement in a language with
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Huang, N. (2018). Control complements in Mandarin Chinese: Implications for restructuring
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Hung, B. P. (2019). A Cognitive Linguistic Approach to Teaching English Idioms to EFL
Students: Experimental Results.
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Klein, W., Li, P., & Hendriks, H. (2000). Aspect and assertion in Mandarin Chinese.
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Klein, W. (1998). Assertion and finiteness. In
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Li, T. (1999). Xiandai Hanyu Shizhi Yanjiu (The Study of Tense in Modern Chinese).
Lin, T. H. J. (2012). Multiple-modal constructions in Mandarin Chinese and their finiteness
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Appendices
Appendix A: Written Exercise
Transform the following sentences by incorporating appropriate non-finite verbs:
1.
She loves to sing.
2.
If it rains, we will stay indoors.
3.
He said that he was reading a book.
Answer Key
1.
She loves singing.
2.
If it rains, we will stay indoors, avoiding the wet weather.
3.
He mentioned reading a book.
Appendix B: Communicative Task Guidelines and Sample Dialogues
Task Guidelines
A.
Engage in a group discussion.
B.
Create dialogues expressing various scenarios using non-finite verbs.
C.
Each member should contribute to the dialogue.
Sample Dialogue
A: "I enjoy playing the guitar."
B: "What about suggesting a jam session this weekend?"
C: "I suggest meeting at the park and playing some music together."