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11 (60 ) Tarone, Elaine (1998) Research on interlanguage variation : Im plications f or language Testing. Cambridge U2 niversity Press. Tarone, Elaine (1985) Variability in interlanguage use : A study of style shifting in Morphology and syntax. L anguage L earning. Bachman,L. F. (1996) L anguage testing in practice : Designing and developing Usef ul language testing. Ox2 ford University Press. Selinker,L. (1972) Interlanguage. International Review of A pplied L inguistics. Liu, G. (1991) Interaction and second language : A case study of a Chinese child s acquisition of English as sec2 ond language. Doctoral dissertation, La Trobe University, Melbourne, Australia. Dickerson, L. (1975) The learner s interlanguage as a system of variable rules. T ES OL Quarterly. Smith, J. (1992) Topic and variation in the oral proficiency of International teaching Assistants. Doctoral disser2 tation, Depaterment of Linguistics,University of Minnesota. Schmidt, M. (1980) Coordinate structures and language universals in interlanguage. L anguage L earning.,,,,,, ,60,,,, 76 56,,,,,,,,,,,,,,,,,,,,,, ( ) 78

12 A tentative comparative study of Chinese and Korean measure words [ Korea] KIM Jin Ah, p35 Measure words function to define the unit of person or object or occurrence of action and that is a property that is basically shared by Chinese and Korean, but there are differences be2 tween them. This paper, based on the theory of three dimensions, has made a tentative comparison of t he nominal and verbal measure words in Chinese and Korean in terms of syntax, semantics and pragmatics. Particularly, it examines t he syntactic position and compulsoriness of measure words in the two languages. key w ords : Chinese language Korean language measure words contrative study An experimental study on the perception and production of nasal codas by Japanese Learners of Chinese Putonghua WANG Yunjia,p47 This paper is intended to study the relationship between the perception and production of two nasal codas by J apanese learners of Chinese Putonghua. The result s of percept ual and pro2 ductive experiments show that in perception, the more similar the phonetic values of the pre2 ceding vowels are, the more distinctive the two codas are, while the distinction in production is not influenced by the phonetic values. The correct rate of coda [g]is higher than that of coda [ n ] in bot h perception and production. The correct rate of perception is positively correlated with that of production in the subject analysis, but they do not correlate significantly in the item analysis. Based on the results of this study, the author argues that in L 2 speech acquisi2 tion, t here exist s complicated relationship between perception and production. key w ords : Japanese learner perception production mandarin nasal coda The psychological reality of move2schema of the B 2sentence CAO Liqun, p61 This st udy investigates t he cognitive representation mechanism of t he move2schema of t he B 2sentence in Chinese. In a word recognition experiment, we compared t he response latency of the initial position of the object in the B 2sentence and non2b 2sentence. The result shows that the subject s reaction time is longer in the B 2sentence. That means t hat when he is read2 ing the B 2sentence, the reader constructs stronger representation of the initial position of the object. It is consistent wit h t he syntactic semantic explanation of t he move2schema t heory of the B 2sentence. key w ords : B 2sentence spatial movement schema cognitive representation psycho2 logical reality An investigation of the acquisition of Chinese Z i and Y u by Engl ish2speaking learners of Chinese L I Xiaoqi,p68 This paper is an investigation of how English2speaking learners of Chinese acquire Z i and Y u. Based on t he quantitative analysis of our corpus, we propose an overall sequence of acqui2

13 sition of these two function words. Further, we discuss of how to collect valid data for interlan2 guage st udies. key w ords : sequence of acquisition interlanguage data adverb An analysis of character errors of f oreign learners of Chinese XIAO Xiqiang, p79 This paper st udies t he systematical errors in character writing by foreign st udent s in terms of the learning of components. We identify three kinds of errors : 1. Errors of substitution ; 2. Addition and omission errors ; and 3. Erroneous variant s and misplaced component s. In addi2 tion, the author also compares briefly the writing of characters by ancient contemporary Chi2 nese in order to illustrate the common features of cognitive psychology of man. key w ords : characters component error analysis cognitive psychology An analysis of the pronunciation errors of Tha i students CAI Zhengying and CAO Wen, p86 To determine t he common difficulties of Thai st udent s in learning Chinese pronunciation, the authors devised a test given to 22 new students from Thailand at BLCU. The test consists of 50 disyllabic words and a few sentences that cover all the initials, finals and tones in Chi2 nese. The 22 subject s were recorded and t he recordings were analyzed aurally and acoustically. As a result, we found out the difficulties of Thai students in pronouncing Chinese initials, finals and tones leading to their perceivably foreign accent. Based on the result of the test, they at2 tempt to find the sources of the Thai students pronunciation errors and suggest some remedial measures for correction. Keyw ords : standard Chinese pronunciation error analysis Thai Communication strategies and oral testing L IU Songhao, QIAN Xujing and WANG Yan, p93 In this article, we present a study on the feasibility of evaluating oral proficiency from a communication st rategy perspective. We made a comparison of t he performances of 14 native speakers of Chinese and those of 59 learners of Chinese as a second language (CSL) on 17 infor2 mation bit s related to a pict ure2depicting task. A statistically significant difference was found between the information bits that were mentioned in the performances of the native speakers and those of CSL learners. A same result was observed among the three groups of CSL learners at various levels of oral proficiency. Some interesting differences were also found in regard of language forms used to express the information bits. On the other hand, we failed to find a re2 liable criterion t hat could be used for evaluating oral performance. Nevert heless, t he findings of t he investigation have important implications for pedagogy. We discuss t his issue wit h focusing on the teaching of the B 2sentence in particular. key w ords : communication strategy oral test oral proficency

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