Markedness Theory and Universal Grammar in Chinese Language Acquisition
Year: 2025
Type: article
Study design: Observational Study
Abstract: In the field of international Chinese language education, the study of markedness theory and universal grammar is crucial for a deeper understanding of the Chinese language acquisition process among learners from different native language backgrounds. Markedness theory posits that linguistic structures can be categorized into marked and unmarked based on their frequency and regularity in language. Marked structures are typically more complex and less frequently used, whereas unmarked structures are relatively simpler and more commonly used. This study investigates Chinese language learners from various native language backgrounds, employing a mixed-methods approach that combines quantitative and qualitative research methods. Data were collected from learners whose native languages include English, Japanese, Korean, Thai, and Vietnamese. The findings reveal that the parameter settings of learners' native languages significantly influence their acquisition of Chinese parameter settings. When the parameter values of learners' native languages align closely with those of Chinese, their performance in Chinese parameter settings is notably better. Therefore, educators can tailor teaching content and methods based on learners' native language backgrounds. Additionally, marked structures present greater difficulty in Chinese language acquisition compared to unmarked structures. Unmarked structures, being simpler, more basic, and more common, are acquired more quickly by learners. In contrast, marked structures, due to their complexity and rarity, pose significant challenges for learners. This insight is particularly important in teaching practice, as educators need to pay greater attention to marked structures to help learners overcome these difficulties.
Author: Hanqiang Li
Institution: UCSI University
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4408767495