Meaning Behind Words: Enhancing the Comprehension of Imagery in Classical Chinese Poetry for Teaching Chinese as a Second Language (TCSL)
DOI:
https://doi.org/10.17507/tpls.1503.09Keywords:
teaching Chinese as a second language (TCSL), classical Chinese poetry imagery, cultural cognition, teaching strategies, semioticsAbstract
Classical Chinese poetry, steeped in cultural heritage, represents a distinguished facet of Chinese literature. As a core element, imagery conveys profound cultural significance and holds considerable educational value. This paper delves into the cognitive mechanisms behind imagery and examines teaching strategies for classical Chinese poetry in Teaching Chinese as a Second Language (TCSL). Using semiotic theory, it explores the interplay between literal words (signifier: Xiang/象) and deeper emotional and cultural meanings (signified: Yi/意). The study applies Image Schemas theory, focusing on Spatial, Force, and Balance Image-Schemas, to offer a multidimensional perspective for comprehending poetic imagery. Through cultural memory theory, the paper highlights collective cultural traits inherent in classical Chinese poetic imagery and identifies common meanings and emotionally expressive patterns to support effective teaching. Advocating a multimodal approach, the paper integrates visual, auditory, and situational methods to enrich students’ aesthetic experiences, helping them visualize scenes, appreciate rhythm, and connect with the poetry’s cultural and emotional depth. By combining theoretical insights and textual analysis, this paper aims to enhance the integration of classical Chinese poetry into TCSL, fostering multicultural awareness and deepening cross-cultural understanding among learners, while also providing practical teaching recommendations for educators.
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