Volume 52, Issue 3
  • ISSN 2451-828x
  • E-ISSN: 2451-8298
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This study investigates the effects of the use of explicit negative evidence in teaching on students’ perception of two types of ungrammatical Chinese sentences in which – should not be used. Two groups of advanced learners of Chinese were pre-tested immediately before receiving instruction that included explicit negative evidence about the use of -, and post-tested twice: once directly after the completion of the instruction, and again four weeks later, using a grammaticality judgment test. The results of the grammaticality judgment test indicated that including explicit negative evidence in teaching helps advanced English-speaking learners of Chinese identify sentences in which – is used incorrectly. The implication is that including negative evidence in teaching can reduce errors caused by negative transfer from a student’s native language.


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