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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
Language: English
Authors: Jie Zhang (ORCID 0000-0002-2338-3572)
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
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  Data: Developing L2 Chinese Learners' Conceptual Understanding of the Polysemous Verb Compound Verb-dao
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  Data: <searchLink fieldCode="AR" term="%22Jie+Zhang%22">Jie Zhang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2338-3572">0000-0002-2338-3572</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Language+Teaching+Research+Quarterly%22"><i>Language Teaching Research Quarterly</i></searchLink>. 2024 46:199-213.
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  Data: 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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      – Text: English
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        PageCount: 15
        StartPage: 199
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      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Verbs
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      – SubjectFull: Vocabulary
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Concept Teaching
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      – SubjectFull: Chinese
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      – SubjectFull: College Students
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      – SubjectFull: Language Acquisition
        Type: general
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      – TitleFull: Developing L2 Chinese Learners' Conceptual Understanding of the Polysemous Verb Compound Verb-dao
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