The Impact of Native Language on Mandarin Acquisition: A Study of Zhuang and Miao Students
Bibliographic record
Abstract
This study was conducted with Zhuang and Miao students and Mandarin teachers in grades four to six in four township elementary schools in Dehou Township, Wenshan City, Yunnan Province. The purposes of this study were:1) to study the influences of the native language that affect Zhuang and Miao students when they learn Mandarin,2) to study teachers’ opinions about their students' native language affects their learning when teaching Mandarin to Zhuang and Miao students. Based on Krejcie and Morgan's table, 186 students for questionnaires and 14 teachers were selected for interviews. The study is a mixed method of quantitative and qualitative research, which was statistically analyzed using percentages, means (⎯χ), standard deviation (S.D.), and narrative analysis by coding the interview information. The research instruments were questionnaires and semi-structured interviews. The results revealed that 1) the influences of the native language that affect Zhuang and Miao students when they learn Mandarin consisted of four aspects: (1) social context, (2) learner characteristics, (3) learning conditions, and (4) learning process: Social Context was high level (⎯χ) =2.70 and S.D=0.36; Learner Characteristics was moderate level (⎯χ) =2.43 and S.D=0.35; Learning Conditions was moderate level (⎯χ) =2.46 and S.D=0.2936; Learning Process was high level (⎯χ) =2.51 and S.D=0.30. All four aspects had a high level (⎯χ) =2.52 and S.D=0.33; on Zhuang and Miao students' Mandarin learning, and 2) teachers’ opinions about their students' native language affect their learning when teaching Mandarin to Zhuang and Miao students. It showed that Zhuang and Miao’s students had difficulty pronouncing Mandarin when they learned it because of the influence of their language; the difference between Mandarin and the expression habits of the ethnic language also affects the learning of Mandarin by Zhuang and Miao students. This study suggests that the study should emphasize the creation of a Mandarin language environment for Zhuang and Miao students, enhance students' interest in learning Mandarin, improve the conditions for learning Mandarin, and innovate teaching methods.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".