Pub Date : 2019-09-27DOI: 10.1515/caslar-2019-frontmatter2
{"title":"Frontmatter","authors":"","doi":"10.1515/caslar-2019-frontmatter2","DOIUrl":"https://doi.org/10.1515/caslar-2019-frontmatter2","url":null,"abstract":"","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2019-frontmatter2","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46079843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article attempts to introduce cognitive metaphor theory into teaching Chinese vocabulary as a foreign language and explore the effectiveness of metaphor ability teaching on the learning of emotional adjectives for Chinese learners. Through the definition and feature description of emotional adjectives, and based on the investigation of the HSK dynamic composition corpus, the author found that there are various biases in the acquisition of emotional adjectives by Chinese learners. Out of the 20 types of emotional adjectives, 10 have half or more of the number of incorrect words, and as many as 15 types of emotional adjectives have more than 2 incorrect word use cases. From the perspective of cognitive metaphor theory, there are three types of conceptual metaphors for emotional adjectives: entity metaphors, orientation metaphors, and synesthesia metaphors. The metaphorical nature of emotional adjectives provides us with an opportunity to carry out teaching activities from the perspective of cognitive metaphor theory. Through a comparative experiment on metaphorical ability teaching and a detailed analysis and comparison of the test results, it was found that the experimental group implementing cognitive metaphor teaching performed better in the test than the control group. The experimental results indicate that by implementing metaphorical ability teaching and cultivating students' metaphorical awareness, the learning effect of emotional adjectives can be effectively improved. Namely, metaphorical ability teaching has a significant impact on the acquisition of emotional adjectives by Chinese language learners as a foreign language. Based on this, this article provides practical suggestions for the teaching of emotional adjectives in Chinese as a foreign language from three aspects: teaching syllabus, textbook writing, and teaching practice. In response to the errors in emotional adjectives among Chinese learners, the formulator of the teaching syllabus should expand the proportion of metaphorical words in the syllabus and provide relevant courses to cultivate metaphorical abilities. Secondly, textbook writers should aim to cultivate Chinese learners' metaphorical awareness when writing vocabulary, gradually and from shallow to deep, so that Chinese learners can automatically establish connections between two conceptual domains in their brains. Finally, teachers should cleverly integrate conceptual metaphor theory into teaching Chinese as a foreign language, strengthen students' awareness of prototype categories, and cultivate their ability to expand vocabulary; Improve students' metaphorical comprehension ability by establishing image schemas; Encourage students to associate vocabulary definitions with Chinese culture and inspire their independent analytical abilities.
{"title":"情感形容词的对外汉语教学: 认知隐喻理论视角","authors":"孙 毅, 贾 彩云","doi":"10.1515/caslar-2019-0010","DOIUrl":"https://doi.org/10.1515/caslar-2019-0010","url":null,"abstract":"提要 本文尝试将认知隐喻理论引入对外汉语词汇教学，探讨隐喻能力教学对汉语学习者情感形容词的学习效果。通过情感形容词的界定和特征描述，基于对 HSK 动态作文语料库的考察，笔者发现汉语学习者情感形容词的习得存在各类偏误。在 20 类情感形容词中有 10 类出现了一半或过半的偏误词汇数，偏误词汇用例大于 2 的情感类形容词高达 15 类。在认知隐喻理论的视域下，情感形容词概念隐喻有实体隐喻、方位隐喻和通感隐喻三种类型。情感形容词的隐喻性为我们从认知隐喻理论视角开展教学活动提供了契机。通过隐喻能力教学对比实验，并对测试结果进行详细分析与比较，发现实施认知隐喻教学的实验组测试成绩优于对比组。该实验结果表明：通过实施隐喻能力教学，培养学生的隐喻意识，能够有效提高情感形容词的学习效果，即隐喻能力教学对对外汉语学习者的情感形容词习得具有较大影响。基于此，本文从教学大纲、教材编写及教学实践三个方面，针对汉语学习者的情感形容词偏误，为对外汉语情感形容词教学提供切实可行的建议：首先，教学大纲制定者应扩充大纲中隐喻词汇的比例，并开设培养隐喻能力的相关课程。其次，教材编写者在编写词汇时要以培养汉语学习者的隐喻意识为宗旨，循序渐进，由浅入深，让汉语学习者能在大脑中自动建立两个概念域间的联系。最后，教师要将概念隐喻理论巧妙地融入对外汉语教学，强化学生的原型范畴意识，培养词汇扩展能力；通过建立意象图式提高学生的隐喻理解能力；鼓励学生将词汇释义与中国文化相联系，启发其自主分析能力。","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"8 1","pages":"249 - 274"},"PeriodicalIF":0.0,"publicationDate":"2019-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2019-0010","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46997955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-25DOI: 10.1515/caslar-2019-0008
Shenglan Zhang
Abstract This study examines the effectiveness of an approach for improving Chinese as a foreign language learners’ language proficiency, especially their speaking ability. Built upon the Educational Engineering Research Theory and its Distributed Design Model, this study used a wiki-enhanced Task-Based Language Teaching (TBLT) approach implemented at the syllabus level, taking into consideration various learning contexts. Different aspects of the design, such as how the wiki was used to extend the students’ learning beyond classroom, how the topics of the tasks were chosen and sequenced, and what strategies were adopted to motivate learners to interact with their co-learners and native speakers are discussed to provide insights on the use of TBLT in a more detailed way for practitioners. Findings show that the implementation of the TBLT syllabus with the support of the wiki significantly improved learners’ language proficiency as well as the fluency, accuracy, and speed of their story narration and the fluency of their problem-solving conversation.
{"title":"The effectiveness of a wiki-enhanced TBLT approach implemented at the syllabus level in the teaching of Chinese as a foreign language","authors":"Shenglan Zhang","doi":"10.1515/caslar-2019-0008","DOIUrl":"https://doi.org/10.1515/caslar-2019-0008","url":null,"abstract":"Abstract This study examines the effectiveness of an approach for improving Chinese as a foreign language learners’ language proficiency, especially their speaking ability. Built upon the Educational Engineering Research Theory and its Distributed Design Model, this study used a wiki-enhanced Task-Based Language Teaching (TBLT) approach implemented at the syllabus level, taking into consideration various learning contexts. Different aspects of the design, such as how the wiki was used to extend the students’ learning beyond classroom, how the topics of the tasks were chosen and sequenced, and what strategies were adopted to motivate learners to interact with their co-learners and native speakers are discussed to provide insights on the use of TBLT in a more detailed way for practitioners. Findings show that the implementation of the TBLT syllabus with the support of the wiki significantly improved learners’ language proficiency as well as the fluency, accuracy, and speed of their story narration and the fluency of their problem-solving conversation.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"8 1","pages":"197 - 225"},"PeriodicalIF":0.0,"publicationDate":"2019-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2019-0008","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43466782","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-25DOI: 10.1515/caslar-2019-0009
Li Zhang
Abstract This study aims to investigate the alignment effects of the continuation task on L2 Chinese writing. 60 participants were divided into a continuation group and a summary writing group. The former was required to continue a text with its ending removed, while the latter was required to summarize the text. The effect of the tasks was measured by examining the CSL (Chinese as a second language) learners’ correct use of vocabulary and the key grammar structure: the ba construction (“把” 字句). The study found that the continuation group made significant improvement from the pretest to the posttest, while the summary writing group did not. Moreover, learners in the continuation writing group produced more sophisticated words than those in the summary writing group and used key grammar structures with a greater degree of creativity than those in the summary writing group. These findings provide evidence for the language learning potential of the continuation task, which shows a better effect than the summary writing task.
{"title":"Alignment effects of the continuation task on L2 Chinese writing","authors":"Li Zhang","doi":"10.1515/caslar-2019-0009","DOIUrl":"https://doi.org/10.1515/caslar-2019-0009","url":null,"abstract":"Abstract This study aims to investigate the alignment effects of the continuation task on L2 Chinese writing. 60 participants were divided into a continuation group and a summary writing group. The former was required to continue a text with its ending removed, while the latter was required to summarize the text. The effect of the tasks was measured by examining the CSL (Chinese as a second language) learners’ correct use of vocabulary and the key grammar structure: the ba construction (“把” 字句). The study found that the continuation group made significant improvement from the pretest to the posttest, while the summary writing group did not. Moreover, learners in the continuation writing group produced more sophisticated words than those in the summary writing group and used key grammar structures with a greater degree of creativity than those in the summary writing group. These findings provide evidence for the language learning potential of the continuation task, which shows a better effect than the summary writing task.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"8 1","pages":"227 - 247"},"PeriodicalIF":0.0,"publicationDate":"2019-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2019-0009","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46917137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-25DOI: 10.1515/caslar-2019-0007
Helen H. Shen
Abstract This study investigated English-speaking Chinese L2 learners’ familiarity with, awareness, and conditional production of 12 high-frequency separable words in six commonly employed separable-use structures (AXB) at an American university. The participants included 60 students from first- to third-year Chinese classes. The results showed that students were exposed to the six high-frequency AXB structures from the beginning stage of their study and that this exposure increased linearly across three instructional levels. However, a significant increase in awareness and comprehension of the six AXB structures was not observed until students had completed 20 credit hours of Chinese study. Judging from the rewriting of erroneous sentences, the development of the accurate production of the six AXB structures was slow. The accuracy rate only reached 41% for students who had completed 26 credit hours of Chinese study. The major error that the first- and second-year students committed in rewriting the six AXB structures was to correct irrelevant components in the sentence. For the third-year students, the major error type was avoiding the use of AXB structures. Regression analysis showed that successful comprehension of AXB structures is the strongest predictor for their accurate production. Based on the study results, pedagogical interventions for improving the learning efficiency of separable words are recommended.
{"title":"Morphological awareness of separable words among Chinese L2 learners","authors":"Helen H. Shen","doi":"10.1515/caslar-2019-0007","DOIUrl":"https://doi.org/10.1515/caslar-2019-0007","url":null,"abstract":"Abstract This study investigated English-speaking Chinese L2 learners’ familiarity with, awareness, and conditional production of 12 high-frequency separable words in six commonly employed separable-use structures (AXB) at an American university. The participants included 60 students from first- to third-year Chinese classes. The results showed that students were exposed to the six high-frequency AXB structures from the beginning stage of their study and that this exposure increased linearly across three instructional levels. However, a significant increase in awareness and comprehension of the six AXB structures was not observed until students had completed 20 credit hours of Chinese study. Judging from the rewriting of erroneous sentences, the development of the accurate production of the six AXB structures was slow. The accuracy rate only reached 41% for students who had completed 26 credit hours of Chinese study. The major error that the first- and second-year students committed in rewriting the six AXB structures was to correct irrelevant components in the sentence. For the third-year students, the major error type was avoiding the use of AXB structures. Regression analysis showed that successful comprehension of AXB structures is the strongest predictor for their accurate production. Based on the study results, pedagogical interventions for improving the learning efficiency of separable words are recommended.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"8 1","pages":"167 - 195"},"PeriodicalIF":0.0,"publicationDate":"2019-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2019-0007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43419307","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In reading teaching, it is natural and acceptable to choose and focus on teaching content based on different teaching objectives and objects; However, regardless of the choice or emphasis, ultimately it should and must revolve around and serve the understanding of the reading content. However, due to the lack of the fundamental concept of reading teaching, there are various teaching biases of varying degrees in the current teaching of reading Chinese as a foreign language. This article analyzes the following seven deviation phenomena: (1) emphasizing language element teaching; （2） Emphasis on expanding vocabulary; （3） Emphasis on teaching isolated reading skills; （4） One-sided pursuit of reading speed; （5） One-sided emphasis on different reading methods; （6） Replacing reading instruction with comprehension testing; （7） Guide reading comprehension through discrete, low cognitive level exercises.
{"title":"试论对外汉语阅读教学中的若干偏差: 以内容理解为核心的视角","authors":"炼 陶","doi":"10.1515/caslar-2019-0012","DOIUrl":"https://doi.org/10.1515/caslar-2019-0012","url":null,"abstract":"提要 在阅读教学中，依据教学目的和教学对象等的不同，教学内容有所选择与侧重，是很自然、也是可以接受的；但是，无论如何选择或侧重，最终都应该、也必须围绕着并且服务于对阅读内容的理解。但由于这一阅读教学根本理念的缺失，在当下的对外汉语阅读教学中，存在着程度不一的多种教学偏差。本文分析了以下七种偏差现象：（一）偏重语言要素教学；（二）偏重扩大词汇量；（三）偏重孤立的阅读技巧教学；（四）片面追求阅读速度；（五）片面讲求不同的阅读方式；（六）以理解检测替代阅读教学；（七）以离散的、低认知层次的练习引导阅读理解。","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"8 1","pages":"297 - 319"},"PeriodicalIF":0.0,"publicationDate":"2019-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2019-0012","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44537771","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-25DOI: 10.1515/caslar-2019-0011
应 学凤, 张 丽萍
提要 述宾黏合 VO 结构和倒序 OV 结构在陈述和指称语义的对立，导致了述宾黏合结构一般要倒序后才能直接作定语，构成 OVN 复合词，述宾倒序结构指称性更强。少数结构以 VON 为常态，如 “征求意见稿”，这是语用制约的结果，而且部分遵循了指称性的语义要求。单单式 VON 的生成，如 “碎纸机”，是韵律制约的结果，作为一个最小韵律词的 “单单式 VO” 的功能相当于一个词，具有较强指称性。修饰成分指称性越强，述宾及述宾倒序结构直接作定语构成的定中结构越稳定，指称性越弱，构成的定中结构越不稳定。指称性强弱是决定述宾及述宾倒序结构能否直接作定语的重要原因之一。
提要 述宾黏合 VO 结构和倒序 OV 结构在陈述和指称语义的对立，导致了述宾黏合结构一般要倒序后才能直接作定语，构成 OVN 复合词，述宾倒序结构指称性更强。少数结构以 VON 为常态，如 “征求意见稿”，这是语用制约的结果，而且部分遵循了指称性的语义要求。单单式 VON 的生成，如 “碎纸机”，是韵律制约的结果，作为一个最小韵律词的 “单单式 VO” 的功能相当于一个词，具有较强指称性。修饰成分指称性越强，述宾及述宾倒序结构直接作定语构成的定中结构越稳定，指称性越弱，构成的定中结构越不稳定。指称性强弱是决定述宾及述宾倒序结构能否直接作定语的重要原因之一。
{"title":"述宾及述宾倒序结构直接作定语的语义制约","authors":"应 学凤, 张 丽萍","doi":"10.1515/caslar-2019-0011","DOIUrl":"https://doi.org/10.1515/caslar-2019-0011","url":null,"abstract":"提要 述宾黏合 VO 结构和倒序 OV 结构在陈述和指称语义的对立，导致了述宾黏合结构一般要倒序后才能直接作定语，构成 OVN 复合词，述宾倒序结构指称性更强。少数结构以 VON 为常态，如 “征求意见稿”，这是语用制约的结果，而且部分遵循了指称性的语义要求。单单式 VON 的生成，如 “碎纸机”，是韵律制约的结果，作为一个最小韵律词的 “单单式 VO” 的功能相当于一个词，具有较强指称性。修饰成分指称性越强，述宾及述宾倒序结构直接作定语构成的定中结构越稳定，指称性越弱，构成的定中结构越不稳定。指称性强弱是决定述宾及述宾倒序结构能否直接作定语的重要原因之一。","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"8 1","pages":"275 - 296"},"PeriodicalIF":0.0,"publicationDate":"2019-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2019-0011","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42165757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-29DOI: 10.1515/caslar-2019-frontmatter1
{"title":"Frontmatter","authors":"","doi":"10.1515/caslar-2019-frontmatter1","DOIUrl":"https://doi.org/10.1515/caslar-2019-frontmatter1","url":null,"abstract":"","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2019-frontmatter1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44926114","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"国际汉语教材中的中国人物性别角色","authors":"增安 彭, 晓莉 闫","doi":"10.1515/caslar-2019-0004","DOIUrl":"https://doi.org/10.1515/caslar-2019-0004","url":null,"abstract":"提要： 国际汉语教材既是外国学习者学习汉语知识的工具，也是了解中国的一个重要窗口。教材中的人物设置及性别刻板印象会对学习者产生潜移默化的影响。本文从人物设定、作者性别、角色职业分布和角色职业出现的频次等方面着手，对较有代表性的五套国际汉语综合教材进行了数据统计和文本分析，发现国际汉语教材中确实存在对中国男女角色的性别刻板印象。文章分析总结了国际汉语教材中出现中国男女性别刻板印象的一些原因，并对如何消解教材中的中国性别角色刻板印象提出了几点建议。","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"8 1","pages":"118 - 85"},"PeriodicalIF":0.0,"publicationDate":"2019-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2019-0004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47406104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-24DOI: 10.1515/caslar-2019-0001
Haiyan Liang, K. Sullivan
Abstract This paper examines the relations between the senses of the Chinese polysemous verb shàng “to go up”, in an effort to understand how the various senses of polysemous words are organized in the L1 and L2 lexicons and to shed light on the role they might play in L2 polysemy acquisition. To this end, we analyzed the senses of shàng at the conceptual level, then used these findings to inform an empirical study of the sense relatedness as perceived by L1 and L2 participants. A developmental pattern is identifiable across the L2 proficiency groups. Specifically, the sense relations identified by the L2 groups increasingly approximate those identified by L1 as their proficiency level grows. Both native speakers and learners base their perceptions of sense relatedness on purported conceptual metaphors as well as other factors such as transitivity, function and concreteness – though the two groups apply these concepts in different ways. These findings suggest that learners can access the same conceptual tools as native speakers, but are using these tools in a way that differs from native speakers. Conclusions support the cognitive motivations behind polysemous senses and teaching-oriented findings that overlap in L1 and L2. Conceptual universals should be helpful in L2 vocabulary acquisition.
{"title":"Chinese L2 acquisition of sense relatedness for shàng “to go up”","authors":"Haiyan Liang, K. Sullivan","doi":"10.1515/caslar-2019-0001","DOIUrl":"https://doi.org/10.1515/caslar-2019-0001","url":null,"abstract":"Abstract This paper examines the relations between the senses of the Chinese polysemous verb shàng “to go up”, in an effort to understand how the various senses of polysemous words are organized in the L1 and L2 lexicons and to shed light on the role they might play in L2 polysemy acquisition. To this end, we analyzed the senses of shàng at the conceptual level, then used these findings to inform an empirical study of the sense relatedness as perceived by L1 and L2 participants. A developmental pattern is identifiable across the L2 proficiency groups. Specifically, the sense relations identified by the L2 groups increasingly approximate those identified by L1 as their proficiency level grows. Both native speakers and learners base their perceptions of sense relatedness on purported conceptual metaphors as well as other factors such as transitivity, function and concreteness – though the two groups apply these concepts in different ways. These findings suggest that learners can access the same conceptual tools as native speakers, but are using these tools in a way that differs from native speakers. Conclusions support the cognitive motivations behind polysemous senses and teaching-oriented findings that overlap in L1 and L2. Conceptual universals should be helpful in L2 vocabulary acquisition.","PeriodicalId":37654,"journal":{"name":"Chinese as a Second Language Research","volume":"8 1","pages":"1 - 28"},"PeriodicalIF":0.0,"publicationDate":"2019-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/caslar-2019-0001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41963826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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