A Think-Aloud Study of Function-to-Form Mapping in Modal Use: Based on the Concept-Oriented Approach

Abstract

Due to the complexity of Chinese modal system in terms of function-form relation, misuse of Chinese modal verbs is quite common among learners of Chinese from other countries. Based on the concept-oriented approach, this paper aims to investigate how learners of Chinese as a foreign language choose modal forms to express the concept of modality in terms of function-to-form mapping, so as to shed light on the teaching of modal use. Modal forms investigated in this study are five Chinese modal verbs whose functions are categorized into three conceptual domains: the Speech Act Domain, the Event Domain and the Epistemic Domain. Six learners of Chinese from Poland were recruited to participate in a modal test which comprised of 24 pairs of modal sentences in English and Chinese. They were asked to think aloud while they chose Chinese modal verbs to match the functions expressed by the English modal verbs. Based on the think-aloud data, it is found that in all the three conceptual domains participants have perceived ambiguities between modal verbs which express similar functions, especially in the Epistemic Domain. Competition between these modal verbs arose in their mind where ambiguity was perceived in the process of function-to-form mapping. Qualitative analyses of the think-aloud data revealed that Epistemic Domain is the most difficult domain for the participants in terms of function-to-form mapping, and “Hui/Neng” is the most confusing pair of Chinese modal verbs which may require more explicit instruction. Apart from studying the cognitive processing of modal forms and the cognitive ambiguity between them, this think-aloud case study also manifested the influence of social context on second language acquisition. It carries pedagogical implications for modal acquisition and indicates a socio-cognitive perspective for future studies on modality.