This study examined second language (L2) learning difficulty of 13 Chinese grammatical constructions on the basis of teachers’ perceptions and associated the L2 learning difficulty of Chinese grammatical constructions with teacher-perceived learner grammatical competence and with the instructional levels. A total of 77 experienced teachers were invited to rate the learning difficulty of 13 Chinese grammatical constructions with reference to L2 learners at four instructional levels at college. Utilizing the Rasch rating scale model, this study established an L2 Chinese grammar learning difficulty hierarchy and revealed that the learning difficulty hierarchy mostly overlapped with the acquisitional order of Chinese grammar found in L2 Chinese research and with the instructional order in a widely used Chinese textbook. This study enriches our understanding of the multifaceted nature of L2 learning difficulty and the idiosyncratic learning difficulty and pattern associated with each Chinese grammatical construction in L2 development. Implications for Chinese instruction, material development, and assessment are provided.

中文翻译：

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汉语语法的第二语言学习困难：教师认知的Rasch分析

本研究根据教师的看法考察了 13 种汉语语法结构的第二语言（L2）学习难度，并将汉语语法结构的 L2 学习难度与教师认为的学习者语法能力和教学水平联系起来。邀请了77位经验丰富的教师，参考大学四个教学级别的二语学习者，对13个汉语语法结构的学习难度进行了评分。本研究利用Rasch评分量表模型，建立了二语汉语语法学习难度等级，并揭示了学习难度等级与二语汉语研究中发现的汉语语法习得顺序以及广泛使用的汉语教材中的教学顺序大部分重叠。这项研究丰富了我们对二语学习困难的多方面性以及与二语发展中每种汉语语法结构相关的特殊学习困难和模式的理解。提供了对中文教学、材料开发和评估的启示。