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A Framework of Multilingual Conversion Errors: A Crosslinguistic Mediation Model in Teaching Chinese as a Second Language

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Title: A Framework of Multilingual Conversion Errors: A Crosslinguistic Mediation Model in Teaching Chinese as a Second Language
Language: English
Authors: Shane Chen (ORCID 0009-0002-2985-3026)
Source: SAGE Open. 2025 15(4).
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 13
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Second Language Learning, Chinese, English, Language of Instruction, Multilingualism, Language Processing, Language Skills, Writing Processes, Student Writing Models, College Students, Translation, Error Correction
Geographic Terms: Taiwan
DOI: 10.1177/21582440251385737
ISSN: 2158-2440
Abstract: This study proposes a preliminary descriptive framework of the Multilingual Conversion Error (MCE) to account for systematic errors made by L2 learners from non-native English-speaking countries when learning Chinese as a second language (L2) in an English-medium instruction (EMI) context. Unlike classical transfer models, the MCE framework emphasizes that language education often proceeds through an indirect route--from English (instructional language) to L1 (native language) to Chinese (target language). This indirect processing increases cognitive load and facilitates more cross-linguistic interference. Drawing on a collection of 68 compositions by beginning learners writing in Chinese at a university in Taiwan, the study identifies four typical error types: syntactic transfer, semantic transfer, literal idiom translation, and cultural-pragmatic misuse. These errors showcase the multilingual learners' reliance on mental translation strategies and structural characteristics of their L1. The MCE Framework takes a different approach than the more traditional L1 to L2 transfer or interlanguage theories by highlighting instructional language as a non-neutral variable in learning, particularly when it is not a learner's L1. The data show that EMI may inadvertently reinforce learners' use of their first or native tongue as a mediator step, for conceptual mediation purposes, creating systematic error patterns in the learners' output. The study contributes to viewing multilingual mediation as part of language processing and advocates for a re-evaluation of EMI in Teaching Chinese as a Second Language (TCSL). It also encourages the use of the target language in classroom instruction to maintain a lower cognitive load and facilitate language acquisition.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1495682
Database: ERIC
FullText Text:
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  Data: A Framework of Multilingual Conversion Errors: A Crosslinguistic Mediation Model in Teaching Chinese as a Second Language
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  Data: <searchLink fieldCode="AR" term="%22Shane+Chen%22">Shane Chen</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-2985-3026">0009-0002-2985-3026</externalLink>)
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Chinese%22">Chinese</searchLink><br /><searchLink fieldCode="DE" term="%22English%22">English</searchLink><br /><searchLink fieldCode="DE" term="%22Language+of+Instruction%22">Language of Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Processing%22">Language Processing</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Processes%22">Writing Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Writing+Models%22">Student Writing Models</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Translation%22">Translation</searchLink><br /><searchLink fieldCode="DE" term="%22Error+Correction%22">Error Correction</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Taiwan%22">Taiwan</searchLink>
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  Data: 10.1177/21582440251385737
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  Data: 2158-2440
– Name: Abstract
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  Data: This study proposes a preliminary descriptive framework of the Multilingual Conversion Error (MCE) to account for systematic errors made by L2 learners from non-native English-speaking countries when learning Chinese as a second language (L2) in an English-medium instruction (EMI) context. Unlike classical transfer models, the MCE framework emphasizes that language education often proceeds through an indirect route--from English (instructional language) to L1 (native language) to Chinese (target language). This indirect processing increases cognitive load and facilitates more cross-linguistic interference. Drawing on a collection of 68 compositions by beginning learners writing in Chinese at a university in Taiwan, the study identifies four typical error types: syntactic transfer, semantic transfer, literal idiom translation, and cultural-pragmatic misuse. These errors showcase the multilingual learners' reliance on mental translation strategies and structural characteristics of their L1. The MCE Framework takes a different approach than the more traditional L1 to L2 transfer or interlanguage theories by highlighting instructional language as a non-neutral variable in learning, particularly when it is not a learner's L1. The data show that EMI may inadvertently reinforce learners' use of their first or native tongue as a mediator step, for conceptual mediation purposes, creating systematic error patterns in the learners' output. The study contributes to viewing multilingual mediation as part of language processing and advocates for a re-evaluation of EMI in Teaching Chinese as a Second Language (TCSL). It also encourages the use of the target language in classroom instruction to maintain a lower cognitive load and facilitate language acquisition.
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        PageCount: 13
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Second Language Learning
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      – SubjectFull: Chinese
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      – SubjectFull: Language of Instruction
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      – SubjectFull: Writing Processes
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      – SubjectFull: Student Writing Models
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      – SubjectFull: College Students
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      – SubjectFull: Translation
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      – SubjectFull: Taiwan
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