Developing L2 Chinese Learners' Conceptual Understanding of the Polysemous Verb Compound Verb-dao
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| Title: | Developing L2 Chinese Learners' Conceptual Understanding of the Polysemous Verb Compound Verb-dao |
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| Language: | English |
| Authors: | Jie Zhang (ORCID |
| Source: | Language Teaching Research Quarterly. 2024 46:199-213. |
| Availability: | European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1 |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2024 |
| Sponsoring Agency: | Department of Education (ED) |
| Contract Number: | P229A140026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Second Language Learning, Verbs, Vocabulary, Schemata (Cognition), Lexicology, Student Attitudes, Concept Teaching, Chinese, College Students, Language Acquisition |
| ISSN: | 2667-6753 |
| Abstract: | Chinese vocabulary is characterized by compound words composed of monosyllabic morphemes. Compounds sharing a common lexeme often exhibit polysemous meanings, forming a cognitive semantic network. Systematic instruction on these high-frequency compounds can help learners access their meanings and underlying structure, making learning more predictable. This study applied concept-based instruction (CBI) to teach the polysemous verb compound Verb-dao, using a Schema for Complete Orienting Basis of Action (SCOBA) to visually represent its four core meanings. Conducted with third-semester Chinese students at a Midwestern public university in the United States, the four-week study followed a pre-test, intervention, and post-test design. The intervention included SCOBA instruction, a practice session, and verbalization exercises. A follow-up survey indicated that SCOBA aided students in grasping Verb-dao's meanings. This study highlights the effectiveness of explicit, systematic vocabulary instruction and shows that visualizing the semantic network of compounds can improve learners' processing and retrieval of these words. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1465013 |
| Database: | ERIC |
| Abstract: | Chinese vocabulary is characterized by compound words composed of monosyllabic morphemes. Compounds sharing a common lexeme often exhibit polysemous meanings, forming a cognitive semantic network. Systematic instruction on these high-frequency compounds can help learners access their meanings and underlying structure, making learning more predictable. This study applied concept-based instruction (CBI) to teach the polysemous verb compound Verb-dao, using a Schema for Complete Orienting Basis of Action (SCOBA) to visually represent its four core meanings. Conducted with third-semester Chinese students at a Midwestern public university in the United States, the four-week study followed a pre-test, intervention, and post-test design. The intervention included SCOBA instruction, a practice session, and verbalization exercises. A follow-up survey indicated that SCOBA aided students in grasping Verb-dao's meanings. This study highlights the effectiveness of explicit, systematic vocabulary instruction and shows that visualizing the semantic network of compounds can improve learners' processing and retrieval of these words. |
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| ISSN: | 2667-6753 |
