Abstract:

This research explores the essential role of topology-imagery within cognitive frameworks, focusing on its application in Chinese foreign language education and lexical semantics. Through detailed classification and analysis of topology-imagery in a corpus of 1000 Chinese lexical entries from the HSK (Hanyu Shuiping Kaoshi, http://hsk.blcu.edu.cn/), the study aims to uncover the systematic organization and prominence of topology-imagery in the lexicon. It also explores how cognitive landscapes impact the acquisition and comprehension of lexical semantics in language teaching. Employing a comprehensive mixed-methods approach that combines the strengths of corpus linguistics and quantitative analysis, the investigation identifies five distinct categories of topology-imagery. The study finds that structural and scene spaces, the third and fourth categories, are particularly prevalent, indicating their significant role in the lexicon's representation of topology-imagery. These findings affirm the essential role of topology-imagery in the cognitive processing of lexical semantics, demonstrating its vital importance in the pedagogy of Chinese as a foreign language. The significance of this research lies in its contribution to a deeper understanding of cognitive approaches to key content in foreign language teaching. By analyzing the cognitive landscapes that underpin the core content of language education, this study provides valuable insights into the cognitive modes employed in the comprehension of foreign languages. Furthermore, it prompts the advancement of teaching methodologies by highlighting the potential for incorporating cognitive imagery strategies in educational practices.

Keywords:

Foreign language education, Chinese teaching, cognitive framework, lexical semantics, topology-imagery.