Positivity Bias and Cultural Differences in Acquiring Haihao in Chinese as a Second Language

Bibliographic Data

ID5900860
AuthorsChun-Yin Doris Chen (0000-0001-9014-8532, National Taiwan Normal University, corresponding author), Pin-Yu Ruby Lu (National Taiwan Normal University)
Year2024
Volume9
Issue12
Pages379
Publication date2024-12-19
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueLanguages (JOURNAL)
Journal identifiersISSN: 2226-471X • E-ISSN: 2226-471X
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/languages9120379
OpenAlexW4405619605
LanguageEN
References cited35

This study examines how Chinese as a Second Language (CSL) learners acquire the Chinese stance marker haihao with a focus on type and saliency. A total of 56 participants took part in the research, including 28 English-speaking CSL learners and 28 native Chinese speakers. The study utilized two evaluation judgment tasks. Results showed that participants categorized haihao into two simplified groups, guided by the economy principle and a positivity bias. English-speaking learners, influenced by a stronger positivity bias, tended to select more positive options, while Chinese participants favored slightly negative ones. Saliency improved the accuracy of recognizing negative haihao among American learners and low positive haihao among Chinese participants, though it was less effective for ambiguous expressions. These findings highlight how cultural differences and language saliency impact the interpretation of stance markers, offering insights for improving CSL teaching strategies

Linguistics · EFL/ESL Teaching and Learning · Language, Discourse, Communication Strategies · Language, Metaphor, and Cognition · Philosophy · Psychology

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