Knowledge of Shàng (to go up) constructions in Chinese as a second language

Abstract

Polysemy refers to multiple senses related to a single word form. It constitutes a significant portion of the vocabulary stock of a language and presents a particular challenge to second language (L2) learners. A particular difficulty for the L2 learner is learning the various patterns, or polysemy constructions, in which a given word might occur. Polysemy constructions in L2 acquisition are under-investigated compared with the voluminous works on polysemy in cognitive semantics in the first language (L1) and the traditional focus on single words in L2 vocabulary research. The paucity of research on Chinese L2 acquisition also highlights the urgency of studies on Chinese L2 acquisition of polysemy constructions. This study investigated the Chinese L2 acquisition of shang (to go up) constructions by English L1 learners. Lexical network theory provides the theoretical framework for testing the hypothesis that development of overall L2 proficiency is accompanied by the corresponding development of both L2 learners’ knowledge of polysemy constructions and their perception of sense relatedness of the target polysemous word. Furthermore, this knowledge and perception is predicted to increasingly approximate that of L1 native speakers as L2 proficiency increases. Chinese L1 speakers (N = 501) provided the baseline data concerning the perceived sense relatedness of shang and the learning difficulty of the target constructions. Target polysemy constructions were elicited from a set of Chinese L1 speakers (n = 92). The second group of Chinese L1 speakers were also asked to assess the L2 teachability of the forms (n = 95). Another three groups of Chinese L1 participants rated these constructions on imageability (n = 68), concreteness (n = 52), literalness (n = 56) and subjective frequency (n = 95), all possible factors affecting learning. The acquisition pattern of the constructions by Chinese L2 learners was then examined through tasks involving translation and judgements of sense relatedness. Chinese L2 learners of English L1 in Brisbane (n = 30) and Beijing (n = 66) representing a range of proficiency levels participated. The findings showed a scalable sequence in the Chinese L2 acquisition of the target constructions. The observed Chinese L2 acquisition sequence approximated the prototypicality patterns and subjective frequency evident in the Chinese L1 tasks. It was also evident that L2 proficiency level plays a significant role in determining the proximity of the Chinese L2 learners’ patterns to that of the Chinese L1 speakers (n =43). The results are explained in terms of the theoretical framework used as well as to language specific factors in the L1 and L2. This study has theoretical, methodological and pedagogical implications. At the theoretical level, the research not only provides evidence for a stable and systematic pattern of acquisition for the target L2 polysemy constructions, but also provides a principled explanation for the learning patterns observed. The study extends previous research by giving a more comprehensive picture of the L2 acquisition pattern and a deeper understanding of potential factors affecting L2 learning. Methodologically, the present research proposes a manageable model for future empirical studies on the construction dimension of L2 lexical knowledge. Pedagogically, the results suggest that it may be helpful for L2 teachers to develop an awareness of the underlying systematicity of sense relatedness. In terms of teaching, the results prompt a number of questions for future research about the teaching of polysemy constructions. These include the extent to which sense relatedness can be taught explicitly and how this process might interact with increasing L2 proficiency.