Abstract:

This paper engages in a thorough theoretical investigation into the influence of cognitive development in topology-imagery on Second Language Acquisition (SLA), with a special focus on the intricate challenges involved in mastering lexical semantics and grammatical structures. Acknowledging the complexity of cognitive processes in language learning, the study hypothesizes that a sophisticated understanding of spatial relationships and visual-spatial imagery is crucial for success in SLA. This research explores the interaction between advanced topology-imagery cognitive skills in native languages and their impact on the proficiency of acquiring Chinese as a second language. Utilizing the Chinese Language Test Corpus HSK, which provides detailed annotations on candidates' exam scores, vocabulary, and grammatical errors, the study meticulously examines the correlation between the presence of topology-imagery markers in native languages and the effectiveness of Chinese language acquisition, utilizing the Pearson correlation coefficient for statistical analysis. The analysis uncovers a significant correlation: the presence of topology-imagery markers in learners' native languages influences their proficiency in acquiring Chinese, as indicated by their performance in the HSK examination. These findings imply that the characteristics of learners' native languages, particularly in terms of topology-imagery, play a role in their ability to learn Chinese effectively. Integrating cognitive topology-imagery training tailored to these linguistic backgrounds into SLA strategies could therefore be instrumental in enhancing learning outcomes. This study not only propels theoretical linguistic research forward but also provides practical insights into the development of effective language teaching methodologies, emphasizing the importance of considering native linguistic structures in SLA.

Keywords:

Topology, imagery, second language acquisition, grammar, lexical meaning.