An experiment in combining cognition with cultural input in the teaching and learning of Chinese number-related metaphors

The paper reports an experiment combining cognitive processes with deep-rooted cultural input (DrCI) of Chinese philosophy “yin yang” on the teaching and learning of Chinese number-related metaphors. The experiment was carried out using full-time university students at three different levels. The DrCI is carefully considered and is reflected in the presentation of the test forms. The effectiveness of DrCI was examined by comparing the data collected from control and experimental groups at lower level and from pre-tests and experimental tests at higher levels. The results showed that the use of DrCI creates greater transparency, facilitating better understanding and inference of metaphors.