The Influence of Chinese Proficiency and Cultural Background on CFL Learners’ Comprehension of Chinese Logogriphs

References

Aleshtar, M., & Dowlatabadi, H. (2014). Metaphoric competence and language proficiency in the same boat. Procedia-Social and Behavioral Sciences, 98, 1895-1904.10.1016/j.sbspro.2014.03.620Search in Google Scholar

Alhaisoni, E. (2012). Language learning strategy use of Saudi EFL students in an intensive English learning context. Asian Social Science, 8(13), 115-127.10.5539/ass.v8n13p115Search in Google Scholar

Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-17.10.1093/applin/1.1.1Search in Google Scholar

Cao, Z. P., Li, Y. D., Hitchman, G., Qiu, J., & Zhang, Q. L. (2015). Neural correlates underlying insight problem solving: Evidence from EEG alpha oscillations. Experimental Brain Research, 233(9), 24972506.10.1007/s00221-015-4338-1Search in Google Scholar

Chinese Ministry of Education. (2010). 汉语国际教育用音节汉字词汇等级划分（汉字表）[Syllabus of Chinese character grading in Chinese as a foreign language education]. Beijing Language and Culture University Press.Search in Google Scholar

Clark, H. (2009). Context and common ground. In K. Brown (Ed.), Concise encyclopedia of pragmatics (pp. 116-119). Elsevier.Search in Google Scholar

Cooper, T. (1999). Processing of idioms by L2 learners of English. TESOL Quarterly, 33(2), 233-262．10.2307/3587719Search in Google Scholar

Dabbagh, A., & Noshadi, M. (2014). Crossing metacognitive strategy awareness in listening performance: An emphasis on language proficiency. International Journal of Applied Linguistics & English Literature, 3(6), 234-242.10.7575/aiac.ijalel.v.3n.6p.234Search in Google Scholar

Danesi, M. (1986). The role of metaphor in second language pedagogy. Rassegna Italiana di Linguistica Applicata, 18(3), 1-10.Search in Google Scholar

Dienhart, J. (1999). A linguistic look at riddles. Journal of Pragmatics, 31(1), 95-125.10.1016/S0378-2166(98)00056-3Search in Google Scholar

Ellis, R. (1985). Understanding second language acquisition. Oxford University Press.Search in Google Scholar

Galantomos, I. (2019). Gender and proficiency effects on metaphor use among Greek learners. International Journal of Applied Linguistics, 29(1), 61-77.10.1111/ijal.12238Search in Google Scholar

Hall, E. (1976). Beyond culture. Doubleday.Search in Google Scholar

Holtgraves, T. (2004). Context and the comprehension of nonliteral meanings. In H. Colston & A. Katz (Eds.), Figurative language comprehension (pp. 85-110). Routledge.Search in Google Scholar

House, R., Paul, J., Mansour, J., Peter, W., & Vipin, G. (2004). Culture, leadership and organizations: The GLOBE study of 62 societies. Sage Publications.Search in Google Scholar

Jiang, X. (2003). 不同母语背景留学生汉语阅读中字音、字形作用的特点[The relationship between knowing pronunciation and knowing meaning of Chinese characters among CSL learners]. Language Teaching and Linguistic Studies, 25(6), 64-71.Search in Google Scholar

Jiang, X., & Li, B. C. (2017). 不同语言水平和母语背景的汉语二语者语块使用研究[A study on the use of formulaic expressions in Chinese writings by learners with different levels and language backgrounds]. Journal of PLA University of Foreign Languages, 40(6), 51-57.Search in Google Scholar

Kecskes, I. (2014). Intercultural pragmatics. Oxford University Press.10.1093/acprof:oso/9780199892655.001.0001Search in Google Scholar

Lee, K., & Oxford, R. (2008). Understanding EFL learners' strategy use and strategy awareness. Asian EFL Journal, 10(1), 7-32.Search in Google Scholar

Lian, S. N. (2002). 论中西思维方式[On Chinese and Western thinking modes]. Foreign Languages and Their Teaching, 11(2), 40-46.Search in Google Scholar

Luo, J., Li, W. F., Fink, A., Lei, J., Xiao, X., Qiu, J., & Zhang, Q. L. (2011). The time course of breaking mental sets and forming novel associations in insight-like problem solving: An ERP investigation. Experimental Brain Research, 212(4), 583-591.10.1007/s00221-011-2761-5Search in Google Scholar

Najm, A. (2015). Arab culture dimensions in the international and Arab models. American Journal of Business, Economics and Management, 3(6), 423-431.Search in Google Scholar

Nemati, M., Nodoushan, M., Ali, S., & Ashrafzadeh, A. (2010). Learning strategies in proficient and less proficient readers in medicine. Journal on Educational Psychology, 4(2), 19-32.10.26634/jpsy.4.2.1236Search in Google Scholar

Ni, Q., Monta, C., & Adisa, T. (2008). A deep look into learning strategy use by successful and unsuccessful students in the Chinese EFL learning context. RELC Journal, 39(3), 338-358.10.1177/0033688208096845Search in Google Scholar

Nisbett, R., & Miyamoto, Y. (2005). The influence of culture: Holistic versus analytic perception. Trends in Cognitive Sciences, 9(10), 467-473.10.1016/j.tics.2005.08.004Search in Google Scholar

Pan, J. J. (2007). 韩国和欧美学习者汉字识别中的加工策略研究[Research on processing strategies in Chinese character recognition by South Korean and European and American learners] (Unpublished master’s thesis). Beijing Language and Culture University.Search in Google Scholar

Psaras, A. (2013). Cracking the code: Using L1 skills to unlock nonliteral language in the L2. Paper of the Proceedings of The National Conference on Undergraduate Research (NCUR) 2013, University of Wisconsin La Crosse, 11-13 April.Search in Google Scholar

Qiu, J., Li, H., Jou, J., Liu, J., Luo, Y., & Feng, T. (2010). Neural correlates of the “aha” experiences: Evidence from an fMRI study of insight problem solving. Cortex, 46(3): 397-403.10.1016/j.cortex.2009.06.006Search in Google Scholar

Qiu, J., Li, H., Luo, Y., Chen, A., Zhang, F., Zhang, J., Yang, J., & Zhang, Q. (2006). Brain mechanism of cognitive conflict in a guessing Chinese logogriph task. Neuroreport, 17(6), 679-682.10.1097/00001756-200604240-00025Search in Google Scholar

Ren, W. (2016). 汉语字形字谜与意会字谜的认知加工过程及其原型启发效应[Cognitive process of Chinese graphic logogriph and semantic logogriph and their related prototype elicitation effects]. Zhejiang University MA thesis.Search in Google Scholar

Sanz, C., & Morgan-Short, K. (2005). Explicitness in pedagogical interventions: Input, practice, and feedback. In C. Sanz (Ed.), Mind and context in adult second language acquisition: Methods, theory, and practice (pp. 234-263). Georgetown University Press.Search in Google Scholar

Shi, J. (2012). 论欧美学生的汉字认知与汉字应用[On Chinese character cognition and application of European and American Chinese learners and Chinese character teaching]. Journal of Southwest Jiaotong University (Social Sciences), 13(2), 71-77.Search in Google Scholar

Taguchi, N. (2002). An application of relevance theory to the analysis of L2 interpretation processes: The comprehension of indirect replies. International Review of Applied Linguistics in Language Teaching, 40(2), 151-176.10.1515/iral.2002.006Search in Google Scholar

Tang, Y. (2016). 文化背景和汉语水平对外国留学生汉语口语交际策略使用的影响[The impact of cultural background and Chinese proficiency on the use of oral communication strategies by learners of Chinese as a foreign language]. Modern Foreign Languages, 39(2), 224-234.Search in Google Scholar

Tian, F., Tu, S., Qiu, J., Lv, J. Y., Wei, D. T., Su, Y. H., & Zhang, Q. L. (2011). Neural correlates of mental preparation for successful insight problem solving. Behavioral Brain Research, 216(2), 626-630.10.1016/j.bbr.2010.09.005Search in Google Scholar

Türker, E. (2016). The role of L1 conceptual and linguistic knowledge and frequency in the acquisition of L2 metaphorical expressions. Second Language Research, 32(1), 25-48.10.1177/0267658315593336Search in Google Scholar

Wang, T., Zhang, Q. L., Li, H., Qiu, J., Tu, S., & Yu, C. Y. (2009). The time course of Chinese riddles solving: Evidence from an ERP study. Behavioral Brain Research, 199(2), 278-282.10.1016/j.bbr.2008.12.002Search in Google Scholar

Wang, X. L., & Wang, Y. Z. (2019). 母语迁移对EFL 学习者隐喻输出的制约——以中国非英语专业大学生的英语习作为例[L1 transfer as a constraint on EFL learners’ metaphor production: A case study on the English writings of Chinese non-English majors]. Foreign Language Education, 40(3), 56-63.10.32629/er.v3i4.2625Search in Google Scholar

Wang, X. L., & Wang, Y. Z. (2020). 汉语非字面语言认知加工的“规约层级递进模型”[Conventionality-oriented progressive hierarchy model for Chinese non-literal language processing]. Journal of Zhejiang University (Humanities and Social Sciences), 50(4), 177-187.Search in Google Scholar

Whitfield, J. (1997). Webster's new world crossword puzzle dictionary (2nd ed.). Wiley Pub.Search in Google Scholar

Wu, J. X. (2001). 形象化的联想记忆法在汉字教学中的作用[The role of visualized associative thinking in Chinese character teaching]. Paper presented at the International Seminar of Chinese Teaching, Hubei University, June 21.Search in Google Scholar

Wu, M. J., Gao, D. G., Xiao, X. Y., & Zhang, R. J. (2006). 欧美韩日学生汉字认读与书写习得研究[A study of learning reading and writing Chinese characters by CSL learners from South Korea, Japan and Western countries]. Language Teaching and Linguistic Studies, 28(6), 64-71.Search in Google Scholar

Xing, Q., Wang, R., Tang, Z. W., & Sun, H. L. (2016). 四字谜问题解决中原型启发的时间抵消与位置效应[The position and time offset of prototype elicitation in logogriph problem solving]. Journal of Psychological Science, 39(2), 312-317.Search in Google Scholar

Xing, Q., Zhang, J. X., & Zhang, Z. L. (2012). Event-related potential effects associated with insight problem solving in a Chinese logogriph task. Psychology, 3(1), 65-69.10.4236/psych.2012.31011Search in Google Scholar

Xing, Q., Zhang, Z. L., Sun, H. L., Zhang, J. L., & Wang, J. (2013). 字谜顿悟任务中限制解除和组块分解的机制及其原型启发效应[The mechanism of constraint relaxation and chunk decomposition and the related prototype elicitation effect in logogriph tasks]. Acta Psychologica Sinica, 45(10), 10611071.10.3724/SP.J.1041.2013.01061Search in Google Scholar

Xu, Z. Y., & Zhao, M. (2014). 不同英语水平学习者隐喻理解策略研究[Metaphor comprehension strategies used by Chinese learners with different English proficiency]. Modern Foreign Languages, 37 (3), 400-409.Search in Google Scholar

Yang, W. B., & Jiang, L. P. (2012). 不同水平留学生汉语切分歧义识别实验研究[Segmentation ambiguity in Chinese words by elementary and intermediate learners of Chinese: An experimental study]. Language Teaching & Linguistic Studies, 32(3), 10-17.Search in Google Scholar

Yao, Y., & Liu, S. (2012). 不同汉语水平的中亚留学生汉语声调感知实验及成因分析[Causal analysis of the perception of Chinese tones by the Chinese-learning beginners from Central Asia]. Journal of Yunnan Normal University (Teaching & Studying Chinese as a Foreign Language Edition), 10(2), 63-69.Search in Google Scholar

Zhang, J. Q. (2007). 不同母语背景留学生汉语阅读中字音、字形作用的特点[Characteristics of role of sound and grapheme of the Chinese characters in reading for foreign students with different mother languages]. Journal of South China Normal University (Social Science Edition), 35(2), 119-123.Search in Google Scholar

Zhang, J. Q., & Wang, Y. (2010). 韩国、印尼留学生汉字识别中形音义的激活[The South Korean and Indonesian learners’ time course of graphic, phonological and semantic information processing in Chinese character recognition]. Psychological Exploration, 30(6), 37-45.Search in Google Scholar