Mien-Jen Wu
Biographic Data
| ID | 6362199 |
|---|---|
| NAME | Mien-Jen Wu |
| GIVEN NAMES | Mien-Jen |
| FAMILY NAME | Wu |
| SIGNATURE | WU M |
| AFFILIATIONS | National Chung Cheng University |
| ORCID | 0000-0001-8304-628X |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
L2 learning of complex form-meaning mapping: How learners may become more aware but not necessarily learn
This study investigated L1-Mandarin L2-English learners’ awareness in learning the one-to-two form-meaning mapping of English forms such as All the horses did not jump over the fence. While the inherent linguistic complexity of mappings can influence learners’ awareness and learning (e.g., when one form maps onto two meanings), this study demonstrates that the negative impact of learners’ L1 can further complicate the learning process. Three inst…
Does explicit instruction affect L2 linguistic competence? An examination with L2 acquisition of English inverse scope
This article investigates whether explicit instruction can affect second language (L2) competence in the domain of English quantifier scope. An intervention study was conducted with L1-Mandarin L2-English learners in order to examine (1) whether these learners can learn inverse scope for the structure on which they are instructed (double-quantifier configuration: A dog scared every man; quantifier-negation configuration: Every sheep did not jump …
Intonational effects on English scopally-ambiguous sentences
This paper examines the effect of intonation contour on two types of scopally ambiguous constructions in English: configurations with a universal quantifier in subject position and sentential negation (e.g., Every horse didn’t jump) and configurations with quantifiers in both subject and object positions (e.g., A girl saw every boy). There is much prior literature on the relationship between the fall-rise intonation and availability of inverse sc…
Does explicit instruction affect L2 linguistic competence? An examination with L2 acquisition of English inverse scope
This article investigates whether explicit instruction can affect second language (L2) competence in the domain of English quantifier scope. An intervention study was conducted with L1-Mandarin L2-English learners in order to examine (1) whether these learners can learn inverse scope for the structure on which they are instructed (double-quantifier configuration: A dog scared every man; quantifier-negation configuration: Every sheep did not jump …
Intonational effects on English scopally-ambiguous sentences
This paper examines the effect of intonation contour on two types of scopally ambiguous constructions in English: configurations with a universal quantifier in subject position and sentential negation (e.g., Every horse didn’t jump) and configurations with quantifiers in both subject and object positions (e.g., A girl saw every boy). There is much prior literature on the relationship between the fall-rise intonation and availability of inverse sc…
Does explicit instruction affect L2 linguistic competence? An examination with L2 acquisition of English inverse scope
This article investigates whether explicit instruction can affect second language (L2) competence in the domain of English quantifier scope. An intervention study was conducted with L1-Mandarin L2-English learners in order to examine (1) whether these learners can learn inverse scope for the structure on which they are instructed (double-quantifier configuration: A dog scared every man; quantifier-negation configuration: Every sheep did not jump …
L2 learning of complex form-meaning mapping: How learners may become more aware but not necessarily learn
This study investigated L1-Mandarin L2-English learners’ awareness in learning the one-to-two form-meaning mapping of English forms such as All the horses did not jump over the fence. While the inherent linguistic complexity of mappings can influence learners’ awareness and learning (e.g., when one form maps onto two meanings), this study demonstrates that the negative impact of learners’ L1 can further complicate the learning process. Three inst…
Linguistics (3 works) · Psychology (3 works) · Computer Science (2 works) · EFL/ESL Teaching and Learning (2 works) · Language, Metaphor, and Cognition (2 works) · Philosophy (2 works) · Second Language Acquisition and Learning (2 works) · Artificial Intelligence (1 works) · Artificial Intelligence (1 works) · Competence (human resources (1 works)