Abstract
This paper examines bilingual color-term performance in Mandarin Chinese and English in order to offer relevant pedagogical implications. Forty native speakers of Chinese who learned English as a foreign language participated in the current study. They were further divided into two groups, the advanced and the intermediate group, based on their English proficiency levels. These participants took a free-listing task and a color-naming task, in Mandarin Chinese and in English. Their response types and color terms were analyzed and discussed. Several factors underlying the discrepancy between English and Mandarin color-term performance were identified, including language factors, task factors, and English proficiency factors. Results also showed a developmental pattern for Chinese-speaking learners acquiring English color terms. Overall, this study clearly demonstrated a significant interaction effect among these factors. Finally, this paper offers pedagogical implications for English vocabulary teaching and directions for further study.
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