Chinese Verb Frames in Primary Education: From Basic Communication to Cognitive Complexity

Tianyuan Cai; Meichun Liu; John Sie Yuen Lee

doi:10.1111/ijal.12731

Chinese Verb Frames in Primary Education: From Basic Communication to Cognitive Complexity

Tianyuan Cai^*, Meichun Liu, John Sie Yuen Lee

^*Corresponding author for this work

Department of Linguistics and Translation

Research output: Journal Publications and Reviews › RGC 21 - Publication in refereed journal › peer-review

Abstract

This article investigates text complexity in Chinese-language textbooks for primary school students (Grades 1 to 6) in Hong Kong. Our analysis, based on verb frames in Mandarin VerbNet, shows a developmental shift in the linguistic input in first language (L1) education: Students begin with a focus on core frame elements in lower grades and progress to a greater emphasis on non-core frame elements in higher grades. This shift reflects increasing linguistic complexity and cognitive demands. Our study highlights the need for curricula that evolve alongside students’ linguistic and cognitive development, offering new insights into Chinese language education and pedagogy.

Original language	English
Journal	International Journal of Applied Linguistics
Online published	11 May 2025
DOIs	https://doi.org/10.1111/ijal.12731
Publication status	Online published - 11 May 2025

Research Keywords

Chinese language learning
language development
linguistic complexity
primary education
verb frames

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10.1111/ijal.12731

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title = "Chinese Verb Frames in Primary Education: From Basic Communication to Cognitive Complexity",

abstract = "This article investigates text complexity in Chinese-language textbooks for primary school students (Grades 1 to 6) in Hong Kong. Our analysis, based on verb frames in Mandarin VerbNet, shows a developmental shift in the linguistic input in first language (L1) education: Students begin with a focus on core frame elements in lower grades and progress to a greater emphasis on non-core frame elements in higher grades. This shift reflects increasing linguistic complexity and cognitive demands. Our study highlights the need for curricula that evolve alongside students{\textquoteright} linguistic and cognitive development, offering new insights into Chinese language education and pedagogy.",

keywords = "Chinese language learning, language development, linguistic complexity, primary education, verb frames, 中文學習, 語言發展, 語言復雜性, 小學教育, 動詞框架",

author = "Tianyuan Cai and Meichun Liu and Lee, {John Sie Yuen}",

year = "2025",

month = may,

day = "11",

doi = "10.1111/ijal.12731",

language = "English",

journal = "International Journal of Applied Linguistics",

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publisher = "Wiley-Blackwell",

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TY - JOUR

T1 - Chinese Verb Frames in Primary Education

T2 - From Basic Communication to Cognitive Complexity

AU - Cai, Tianyuan

AU - Liu, Meichun

AU - Lee, John Sie Yuen

PY - 2025/5/11

Y1 - 2025/5/11

N2 - This article investigates text complexity in Chinese-language textbooks for primary school students (Grades 1 to 6) in Hong Kong. Our analysis, based on verb frames in Mandarin VerbNet, shows a developmental shift in the linguistic input in first language (L1) education: Students begin with a focus on core frame elements in lower grades and progress to a greater emphasis on non-core frame elements in higher grades. This shift reflects increasing linguistic complexity and cognitive demands. Our study highlights the need for curricula that evolve alongside students’ linguistic and cognitive development, offering new insights into Chinese language education and pedagogy.

AB - This article investigates text complexity in Chinese-language textbooks for primary school students (Grades 1 to 6) in Hong Kong. Our analysis, based on verb frames in Mandarin VerbNet, shows a developmental shift in the linguistic input in first language (L1) education: Students begin with a focus on core frame elements in lower grades and progress to a greater emphasis on non-core frame elements in higher grades. This shift reflects increasing linguistic complexity and cognitive demands. Our study highlights the need for curricula that evolve alongside students’ linguistic and cognitive development, offering new insights into Chinese language education and pedagogy.

KW - Chinese language learning

KW - language development

KW - linguistic complexity

KW - primary education

KW - verb frames

KW - 中文學習

KW - 語言發展

KW - 語言復雜性

KW - 小學教育

KW - 動詞框架

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UR - https://www.scopus.com/record/pubmetrics.uri?eid=2-s2.0-105004750786&origin=recordpage

U2 - 10.1111/ijal.12731

DO - 10.1111/ijal.12731

M3 - RGC 21 - Publication in refereed journal

SN - 1473-4192

JO - International Journal of Applied Linguistics

JF - International Journal of Applied Linguistics

ER -

Chinese Verb Frames in Primary Education: From Basic Communication to Cognitive Complexity

Abstract

Research Keywords

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