A cognitive linguistics approach to chinese classifier teaching: An experimental study

Abstract

Chinese is commonly recognized as a classifier language with an obligatory classifier for any noun with numeral. Based on the fact that in almost all Chinese textbooks the usage of classifiers is introduced by a set of mechanical rules combining a few isolated examples, most students without classifier language background need to learn by rote memorization. This traditional approach overlooks the polysemous properties of Chinese classifiers that the functions of an individual classifier are normally related to a central sense, and the extension of meanings and functions is usually highly motivated. According to the cognitive linguistics approach (CL approach) to language instruction, presenting students with the central sense as well as the motivation underlying meaning extension facilitates students’ initial learning, long-term retention, as well as identification of unfamiliar uses of polysemy. Taking the Chinese classifier 道 dao as an example, the present study focuses on the effect of CL approach in the Chinese classifier learning of advanced level Chinese learners with English as their first language. Participants were assigned to two groups and received different instructions. The result shows a statistically significant effect, but the benefit of CL approach lies mainly in the ability to identify uninstructed extended uses.