Language intuition and language ability

Author: Wang Peiguang
Publisher:
Publish Date: 2005-02-01
Features: The issue of linguistic sensitivity has been discussed and researched extensively abroad, while in China, although some discussions have occurred, most lack empirical arguments. This book is the first monograph in China that closely connects linguistic application with the discussion of linguistic sensitivity. The core argument the author presents is that while people generally believe language proficiency only involves listening, speaking, reading, and writing skills, it overlooks the close relationship between linguistic sensitivity and language proficiency. In fact, linguistic sensitivity should be included in language proficiency; combining it with listening, speaking, reading, and writing skills truly reflects an individual's language proficiency. The author refers to this view as the "broad definition of language proficiency." Professor Wang Peiguang's perspective undoubtedly provides us with a new approach and perspective on language proficiency. It not only helps us better address various issues in language teaching and sociolinguistic challenges such as language norms but also guides us in considering how to conduct effective language knowledge teaching. — Lu Jianming
This book explores the relationship between linguistic sensitivity and language proficiency through empirical research. To the author's knowledge, these studies are among the earliest empirical investigations of Chinese linguistic sensitivity. The author distributed a total of 2,500 linguistic sensitivity questionnaires to investigate the following four key issues: (1) the relationship between language and narrow language proficiency, (2) the relationship between language (Chinese) proficiency and second language (English) sensitivity, (3) linguistic sensitivity and language norms in Guangzhou, Hong Kong, and Macau, and (4) the differences between oral and written linguistic sensitivity. The data collected from the questionnaires were analyzed statistically, demonstrating a moderate correlation between linguistic sensitivity and listening, speaking, reading, and writing skills, which can be collectively referred to as the broad definition of language proficiency. Traditional Chinese language teaching, with its emphasis on the recognition and memorization of grammatical terminology and rules, tends to neglect the training of linguistic sensitivity, resulting in half the effort with half the reward. The experimental results on grammar teaching in this book explain why the effectiveness of middle school grammar teaching over the past decades has been insignificant. The book argues that grammar teaching should focus on how grammar is applied in actual language use.
The third part of this book compares middle school grammar textbooks from mainland China, Hong Kong, Taiwan, and Singapore and Malaysia, discussing the strengths and weaknesses of grammar textbooks in these five regions for the reference of Chinese language teachers. The book advocates that Chinese language teachers should prioritize strengthening linguistic sensitivity through grammar exercises.
Starting from theoretical construction, this book pioneers the broad definition of language proficiency; through empirical research, it demonstrates the relationship between linguistic sensitivity and listening, speaking, reading, and writing skills, suggesting that the two can be collectively referred to as the broad definition of language proficiency. The book then applies this perspective to explore language teaching and language norms in five regions. In the past, whether in language teaching or discussions on language norms, the factor of linguistic sensitivity has been overlooked. We need to reevaluate linguistic sensitivity and emphasize its cultivation to enhance our language proficiency.