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

Huang, D. 2017. An experiment in combining cognition with cultural input in the teaching and learning of Chinese number-related metaphors. in: Yang Lu (ed.) Teaching and Learning Chinese in Higher Education: Theoretical and Practical Issues (Routledge Chinese Language Pedagogy) London and New York Routledge. pp. 109-128

Chapter titleAn experiment in combining cognition with cultural input in the teaching and learning of Chinese number-related metaphors
AuthorsHuang, D.
EditorsYang Lu
Abstract

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.

Book titleTeaching and Learning Chinese in Higher Education: Theoretical and Practical Issues (Routledge Chinese Language Pedagogy)
Page range109-128
Year2017
PublisherRoutledge
FilePart II Chapter 5 Dian Huang 23Nov2016.pdf
Publication dates
Published16 Mar 2017
Place of publicationLondon and New York
ISBN9781138697645

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