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Chinese Language · Cognitive Linguistics · Construction Grammar · Psycholinguistics · Language Pedagogy

张榴琳 Liulin Zhang








​Liulin Zhang 张榴琳

The relationship between language and cognition motivated me to explore this topic.


Utilizing corpus data and experimentation, my research is completely based on language use. In my study, human cognition is primarily approached via lexical semantics, the conceptual schemas underlying language constructions and the interaction between them. The focus of my exploration is on the Chinese Language. Based upon the contrast between Chinese and other languages, I try to bring to light some general characteristics of  human conceptualization, as well as the special features of Chinese that need to be accounted for by extra-linguistic knowledge
including culture, geography, history, etc. In this process, the study
of Chinese characters plays an indispensible role in connecting the rich 
varieties of Chinese, and serves to shed light on lexical semantics as well.
I also try to show that the teaching of Chinese can be aided through a better 

understanding of both the general characteristics of human cognition
reflected in languages, and the special features found in Chinese.


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This study is about the fundamental difference between Chinese and Indo-European languages. This difference is rooted in history, culture, and mindset. It is profound and extending to various disciplines including language teaching, natural language processing, etc. The special nature of the Chinese language also challenges some assumptions of general linguistics

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Word is commonly assumed to be the basic linguistic unit, but its definition has actually been controversial in Chinese. The Chinese language is documented in Chinese characters, with no spaces between words: for Chinese, the inherent and (relatively) stable unit is the Chinese character, but not word.

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