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<p style="text-align: justify;">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&rsquo;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.</p>

ltrq.2024.46.14.pdf

Original Research 

ltrq.2024.46.14.xml

Developing L2 Chinese Learners’ Conceptual Understanding of the Polysemous Verb Compound Verb-dao

Guest-editors: 
Mirosław Pawlak, PhD, Adam Mickiewicz University, Poznań, Poland University of Applied Sciences, Konin, Poland
Zhisheng (Edward) Wen, PhD, College of Professional and Continuing Education, The Hong Kong Polytechnic University, China
Hassan Mohebbi, PhD, Independent Researcher, Turkey


Special Issue: In Honour of James P. Lantolf’s Contributions to Sociocultural Theory, Second Language Development and Language Pedagogy