In modern Chinese, the word 叫 jiào is a multifunctional polysemy which straddles multiple word categories—verb, preposition, and auxiliary. Based on the HSK Dynamic Composition Corpus, we propose the acquisition order of 叫 jiào in terms of word categories and meaning items among Mandarin L2 learners, according to the usage rate, accuracy percentage, emergence criterion and implicational scale. The sequence is basically in consistence with the word’s process of grammaticalization. Cognitive difficulty, frequency effect, and intralingual interference account for the acquisition order. Suggestions for teaching methods and textbook compilation are also given, offering a reference for the acquisition research of multi-category words.
Chen, J., & Wang, X. (2020). A Longitudinal Study of the Acquisition of the Polysemous Verb 打 D ǎ in Mandarin Chinese. Languages, 5, Article 23. https://doi.org/10.3390/languages5020023
Comajoan, L., & Saldanya, M. P. (2005). Grammaticalization and Language Acquisition: Interaction of Lexical Aspect and Discourse. In D. Eddington (Ed.), Selected Proceedings of the 6th Conference on the Acquisition of Spanish and Portuguese as First and Second Languages (pp. 37-50). Cascadilla Proceedings Project.
Dulay, H. C., & Burt, M. K. (1974). Errors and Strategies in Child Second Language Acquisition. TESOL Quarterly, 8, Article 129. https://doi.org/10.2307/3585536
Ellis, R. (1999). The Study of Second Language Acquisition . Shanghai Foreign Languages Education Press.
Feng, L. P., & Sun, H. J. (2010). A Review of Research Methods in the Study of Second Language Acquisition Sequences. Language Teaching and Linguistic Studies, 1, 9-16.
Feng, S. L., & Shi, C. H. (2011). On ‘Trinity Grammar’ in Chinese Teaching. Linguistic Sciences, 10, 464-472.
Gao, S. Q. (2011). The Grammaticalization and Acquisition Sequence of the Polysemous Adverb还Huán/Hái. Chinese Teaching and Research, 2 , 39-45.
Guan, M. S. (2020). Study on the Learning and Teaching Strategies of Korean Students for Multi-Category Words . M.D. Thesis, Central China Normal University.
Huang, Y. H. (2012). A Study on Mother Tongue Transfer in Chinese Learners with a Korean Background. Zhejiang Social Sciences, 5, 117-119+123+159.
Huang, Z. R., & Xiao, X. Q. (2012). A Study on the Acquisition of the ‘Ba’ Construction by Korean Students Based on an Interlanguage Corpus. Chinese Language Learning, 1, 71-79.
Hwang, H., Shin, J., & Hartsuiker, R. J. (2018). Late Bilinguals Share Syntax Unsparingly between L1 and L2: Evidence from Cross-Linguistically Similar and Different Constructions. Language Learning, 68, 177-205. https://doi.org/10.1111/lang.12272
Jiang, L. S. (2000). Exploring the Co-Usage of Causative and Passive in Chinese . Commercial Press.
Jiang, S. Y. (1994). An Overview of Research on Early Modern Chinese . Peking University Press.
Li, C. X., & Shi, Y. Z. (2006). The Semantic Basis and Syntactic Environment of the Grammaticalization of the Passive Marker ‘Jiao’. Studies in Ancient Chinese Language, 3, 36-43.
Li, J. X. (1924). A New Grammar of Mandarin Chinese . Commercial Press.
Lin, H. Y., & Wu, X. Y. (2013). The Semantic Map Model and the Acquisition Sequence of the Multifunctional Word ‘Dao’. Language Teaching and Research, 5, 10-18.
Luo, Q. S. (1999). An Analysis of Avoidance Strategies in the Process of Chinese Learning by Foreigners. Journal of Peking University (Philosophy and Social Sciences), 6, 130–134.
Lyu, S. X. (1979). Problems in the Analysis of Chinese Grammar . Commercial Press.
Meisel, J. M., Clahsen, H., & Pienemann, M. (1981). On Determining Developmental Stages in Natural Second Language Acquisition. Studies in Second Language Acquisition, 3, 109-135. https://doi.org/10.1017/s0272263100004137
Potter, C. E., Wang, T., & Saffran, J. R. (2017). Second Language Experience Facilitates Statistical Learning of Novel Linguistic Materials. Cognitive Science, 41, 913-927. https://doi.org/10.1111/cogs.12473
Qu, C. (2023). The Correlated Influence of Semantic Types, L1 Translation Equivalents and Language Proficiency on EFL Learners’ Production of Polysemous Words. Frontiers in Psychology, 14, Article 1162008. https://doi.org/10.3389/fpsyg.2023.1162008
Shen, J. X. (1994). An Overview of Grammaticalization Research. Foreign Language Teaching and Research, 4, 17-24.
Shi, J. W. (1998). A Study on the Acquisition Sequence of 22 Sentence Patterns in Modern Chinese by Foreign Students. Chinese Teaching in the World, 4, 77-98.
Shi, Y. Z., & Li, N. (2001). The Course of Chinese Grammaticalization: The Motivations and Mechanisms of Morphosyntactic Development . Peking University Press.
Song, W. H. (2023). Fundamental Features of Modern Chinese Grammar from the Perspective of Cognitive Grammar. Language Teaching and Linguistic Studies, 5, 45–57.
Tu, X. T. (2021). A Study on the Acquisition Sequence of the Polysemous Verb 打 D ǎ in Modern Chinese . Master’s Thesis, Anyang Normal University.
Wang, L. (1943). Chinese Modern Grammar . Commercial Press.
Wang, S. Y. (2022). A Study on Multi-Category Words in the Chinese Proficiency Grading Standards for International Chinese Language Education and Teaching Suggestions . M.D. Thesis, Shanghai Normal University.
Wiener, S., Lee, C., & Tao, L. (2019). Statistical Regularities Affect the Perception of Second Language Speech: Evidence from Adult Classroom Learners of Mandarin Chinese. Language Learning, 69, 527-558. https://doi.org/10.1111/lang.12342
Wu, J. F., & Wang, Y. Q. (2014). An Evaluation of the Implicational Scale as a Tool for Second Language Acquisition Research. Journal of Yunnan Normal University, 12, 40-47.
Wu, M. J., & Zhou, X. B. (2004). The Separation of ‘Bei’ Sentences and ‘Jiao’/‘Rang’ Passive Sentences in Teaching Grammar. Journal of Yunnan Normal University, 4, 66-71.
Xu, T., & Hu, X. M. (2007). The Influence of Negative Transfer from L1 on Japanese Students’ Learning of the Modal Particle ‘Ne’. Applied Linguistics, S1, 19-22.
Yan, L. T. (2018). The Formation Mechanism of the Chinese 被Bèi Construction. Chinese Language Studies, 4, 23-30.
Zhang, J. L., Meng, D.H., & Liu, W.H. (2011). A Study on the Depth of Polysemous Monosyllabic Word Acquisition in Chinese as a Second Language—A Case Study of the Verb 打D ǎ . Applied Linguistics, 1, 112-121.
Zhang, Y. J. (2018). A Study on Multi-Category Words in the New Practical Chinese Reader (Books 1-4) . M.D. Thesis, Central China Normal University.
Zhou, X. B. (2004). Measurement and Examination of Learning Difficulty. Chinese Teaching in the World, 1, 41-48.
Zhu, D. X. (1982). Grammar Lectures . Commercial Press.