Quadri-syllabic Schematic Idioms in Chinese: Description and Acquisition

1. Auflage 2023
ISBN: 978-981-19-7204-1
Verlag: Springer Nature Singapore

Buch, Englisch, 227 Seiten, Format (B × H): 155 mm x 235 mm, Gewicht: 376 g

This book offers an insightful description of the productive behavior of four-character schematic idiomatic expressions (SIEs) in Mandarin and explores from a usage-based perspective the issue of how young learners acquire the partial productivity of these expressions. The beginning chapters contribute to a constructional understanding of the quadri-syllabic SIEs and an in-depth distributional analysis of three typical schematic patterns based on natural corpus data. The following chapters present detailed reports on four experimental studies to account for the factors that play significant roles in the learning process of SIEs from adolescence to adulthood. In the final chapter, the author concludes that acquisition of SIEs is as an interactive process shaped by input frequency, structural complexity, internal semantic relation, and chunking effect of open morphemes at different age levels.

These findings enrich current understandings on constructional idioms and the emergentist model in idiom learning with a cross-linguistic focus on Mandarin unique quadri-syllabic SIEs. Language teachers, researchers, and postgraduate students who are interested in studies of idiomaticity. Construction grammar and usage-based learning model will find this book sufficiently informative and intriguing.

Zielgruppe

Research

Autoren/Hrsg.

Li, Liu

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Sprachwissenschaften
• Geisteswissenschaften Sprachwissenschaft Spracherwerb, Sprachentwicklung

Inhaltsverzeichnis

Introduction.- From Idioms to Constructions.- Idiom Acquisition and Usage-Based Language Learning Theory.- Chinese Schematic Idioms---Productivity and Constraints.- Study One.- Study Two.- Study Three.- Study Four.- Error Analysis in Sentence Production Tasks.- Discussion and Conclusion.

Über Autor(innen)

Liu Li is currently an associate professor in the faculty of English Education, Guangdong University of Foreign Studies. She completed her PhD degree in linguistics in the Education University of Hong Kong. Her research interests include language acquisition, cognitive linguistics and language pedagogy. She has published extensively in journals such as Cognitive Linguistics, Language and Linguistics, First Language, etc.