| { |
| "paper_id": "Y17-1033", |
| "header": { |
| "generated_with": "S2ORC 1.0.0", |
| "date_generated": "2023-01-19T13:33:18.920094Z" |
| }, |
| "title": "Word Learning by Young Bilinguals: Understanding the Denotation and Connotation Differences of \"Cut\" Verbs in English and Chinese", |
| "authors": [ |
| { |
| "first": "Keng", |
| "middle": [], |
| "last": "Hwee", |
| "suffix": "", |
| "affiliation": { |
| "laboratory": "", |
| "institution": "Nanyang Technological University Nanyang Technological University", |
| "location": {} |
| }, |
| "email": "" |
| }, |
| { |
| "first": "Neo", |
| "middle": [], |
| "last": "Helena", |
| "suffix": "", |
| "affiliation": { |
| "laboratory": "", |
| "institution": "Nanyang Technological University Nanyang Technological University", |
| "location": {} |
| }, |
| "email": "helenagao@ntu.edu.sg" |
| }, |
| { |
| "first": "Hong", |
| "middle": [], |
| "last": "Gao", |
| "suffix": "", |
| "affiliation": { |
| "laboratory": "", |
| "institution": "Nanyang Technological University Nanyang Technological University", |
| "location": {} |
| }, |
| "email": "" |
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| ], |
| "year": "", |
| "venue": null, |
| "identifiers": {}, |
| "abstract": "This paper discusses the semantic differences of four \"cut\" verbs in Chinese ji\u01cen, qi\u0113, x\u012bu, g\u0113 and their English counterparts cut (with scissors), slice/cut, trim/prune (away/off) and cut (off/out) and challenges that young bilingual children may encounter in word learning. The fine differences of the verbs were first identified with references to usage notes in dictionaries and thesaurus and then represented with an approach for lexical differentiation adopted from DiMarco et al., (1992).The nuances and subtleties of the denotation and connotation of the \"cut\" verbs were illustrated accordingly for the understanding of bilingual word learning by young children.", |
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| "paper_id": "Y17-1033", |
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| "abstract": [ |
| { |
| "text": "This paper discusses the semantic differences of four \"cut\" verbs in Chinese ji\u01cen, qi\u0113, x\u012bu, g\u0113 and their English counterparts cut (with scissors), slice/cut, trim/prune (away/off) and cut (off/out) and challenges that young bilingual children may encounter in word learning. The fine differences of the verbs were first identified with references to usage notes in dictionaries and thesaurus and then represented with an approach for lexical differentiation adopted from DiMarco et al., (1992).The nuances and subtleties of the denotation and connotation of the \"cut\" verbs were illustrated accordingly for the understanding of bilingual word learning by young children.", |
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| "section": "Abstract", |
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| "text": "\"Cut\" verbs belong to a sub-class of physical action verbs (PA verbs) named \"hand action verbs with instrument\" (Gao, , 2015 . The basic conceptual knowledge that forms the semantics of the verbs include the information of body part, the hand(s) in this case, the cut action in a specific manner, a particular instrument used, degree of force applied, motion direction of the hand(s), and/or a causative result. Cut in English and qi\u0113 in Chinese are the basic verbs of \"cut\" verb class. English speaking children were found to be able to use the verb cut in a causative syntactic frame around 3 years old (Sethuraman and Goodman, 2004) . Chinese speaking children started to produce the first \"cut\" verbs qi\u0113 'cut' at 17 months old. This shows that children before 3 years old have had observations or even physically conducted cutting actions (e.g., cutting a cake or an apple, etc.). Other studies have shown that action words naming movable and manipulative objects that can be used when playing with hands or feet are among the first acquired vocabulary of young children (Tomasello 1992; Gao 2015; Ma et al. 2009; Tardif et al. 2009) . Such action words are either PA verbs or verbs that indirectly denote certain physical actions. For example, in studies, a total of 143 PA verbs in Mandarin were found to have been used by children between 1.9 and 2.3 years old. These verbs can be classified into 12 categories and close to half of them depict hand actions with or without an instrument. Mu's (2009) study also found that PA verbs were the first and core vocabulary of Mandarin-speaking children between 1 to 2 years of age. Zhang's (2010) corpus-based analysis of the Chinese language use by children between 3 to 6 years of age discovered that the frequencies of their noun and verb usage were comparable and highly dominant in their production. Out of the 100 mostly frequently produced words by the children, 31 were identified as verbs.", |
| "cite_spans": [ |
| { |
| "start": 112, |
| "end": 124, |
| "text": "(Gao, , 2015", |
| "ref_id": "BIBREF9" |
| }, |
| { |
| "start": 605, |
| "end": 635, |
| "text": "(Sethuraman and Goodman, 2004)", |
| "ref_id": "BIBREF23" |
| }, |
| { |
| "start": 1076, |
| "end": 1092, |
| "text": "(Tomasello 1992;", |
| "ref_id": null |
| }, |
| { |
| "start": 1093, |
| "end": 1102, |
| "text": "Gao 2015;", |
| "ref_id": "BIBREF9" |
| }, |
| { |
| "start": 1103, |
| "end": 1118, |
| "text": "Ma et al. 2009;", |
| "ref_id": null |
| }, |
| { |
| "start": 1119, |
| "end": 1138, |
| "text": "Tardif et al. 2009)", |
| "ref_id": null |
| }, |
| { |
| "start": 1496, |
| "end": 1507, |
| "text": "Mu's (2009)", |
| "ref_id": null |
| } |
| ], |
| "ref_spans": [], |
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| "section": "Introduction", |
| "sec_num": "1" |
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| { |
| "text": "The above and other studies pertaining to lexical acquisition of Mandarin by 1-to-6-year olds have highlighted the fact that verb acquisition is the most dominant among other word classes and that PA verbs represent the core of domain-specific lexical development that occurs in parallel with cognitive development in children during this age period.", |
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| "section": "Introduction", |
| "sec_num": "1" |
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| "text": "Due to the fact that the PA verbs acquired by young children are mostly those that depict physical actions involving everyday activities, monolingual children may not find it difficult to acquire them. However, for children who are acquiring two languages at the same time in places like Singapore, bilingual lexical development may not occur easily, since it does not solely depends on natural input, familiarity or physical experience of the actions. In bilingual lexical development, when L1 words are in close proximity to the semantics of L2 words, \"functional equivalence\" (cf. Nida, 1964) mapping may easily occur. Thus, the proximity of equivalence in the process of mapping between two words from two languages being acquired plays a crucial role. In the case of lexical near-equivalents, particularly for a set of near-synonyms with subtle differences in the semantic meanings, understanding the nonequivalent semantic features of seemingly paired words between two languages becomes more important in the study of bilingual lexical development. We assume that employing usage notes from dictionaries and thesaurus would be the first step, or the basis for identifying the fine differences between paired words from two languages before asking or accounting for why bilingual children acquired or used this word in L1 at this age but its paired word in L2 at a different age and why their word choices of certain pairs are correct and appropriate but certain others are not. We believe that an analysis of such bilingual word pairs would enable us to understand the differences in the process of bilingual word learning. This paper first analyses the semantic differences of the highly frequently used Chinese physical action verbs, ji\u01cen, qi\u0113, x\u012bu, g\u0113 and their English counterparts cut(with scissors), slice/cut, trim/prune(away/off) and cut (off/out) that may influence Chinese-English bilingual children's acquisition of the lexical semantic meanings of the words from the two languages, and then discusses the acquisition challenges for bilingual children in associating words from L1 or L2 with words from L2 or L1 with the above four paired words as examples. Employing the usage notes of dictionaries and thesaurus as reliable resources for illustrating the fine differences of the verbs, we adopted the approach of a two-part representation for lexical differentiation proposed by DiMarco et al. (1992) to demonstrate the nuances and subtleties of the denotation and connotation of the verbs that may explain why they can be challenges in bilingual word learning by bilingual children.", |
| "cite_spans": [ |
| { |
| "start": 579, |
| "end": 595, |
| "text": "(cf. Nida, 1964)", |
| "ref_id": null |
| }, |
| { |
| "start": 2399, |
| "end": 2420, |
| "text": "DiMarco et al. (1992)", |
| "ref_id": "BIBREF7" |
| } |
| ], |
| "ref_spans": [], |
| "eq_spans": [], |
| "section": "Introduction", |
| "sec_num": "1" |
| }, |
| { |
| "text": "Physical action verbs (PA verbs) in Chinese that express single actions or events are monosyllabic words (e.g., n\u00e1 'take', h\u0113 'drink, etc.). According to , there are 494 monosyllabic PA verbs in Chinese that can be classified into seven categories based on the action features expressed by the lexical words, such as body part, contact, motion, motion direction, force, instrument, intention, patient object, and so on .", |
| "cite_spans": [], |
| "ref_spans": [], |
| "eq_spans": [], |
| "section": "Chinese PA Verbs Acquired by Young Chinese-English Bilingual Children", |
| "sec_num": "2" |
| }, |
| { |
| "text": "In this study, the 494 Chinese PA verbs in Gao's list were selected to compile a PA verb database. They were first collated with three parameters to illustrate the possibility of a full or near conceptual equivalence mapping of one Chinese verb with one counterpart in English that expresses an identical action concept. When one counterpart failed to do so, partial translation equivalence mapping was applied to match one Chinese verb with two or more synonymous English verbs expressing a similar physical action concept. The collating procedure was as follows:", |
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| "section": "Chinese PA Verbs Acquired by Young Chinese-English Bilingual Children", |
| "sec_num": "2" |
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| "text": "(a) Each monosyllabic hand action verb in Chinese and its collocations in the form of bisyllabic words or phrases were identified based on the meaning definitions found in the Dictionary of Contemporary Mandarin (DOCM) and the Modern Chinese Database designed by the Centre for Chinese Linguistics, Peking University (CCL-PKU). (b) Corresponding equivalents in English of the monosyllabic physical action verbs in Chinese and their collocations in the form of bi-syllabic words or phrases were identified based on the meaning definitions found in the translation dictionaries, such as the Dictionary of Mandarin-English (DOME) and Oxford English Dictionary (OED). (c) Use frequency of each monosyllabic physical action verbs in Chinese and their corresponding collocations found in CCL-PKU were identified accordingly. (d) Remarks were added to those verbs in the database that have one of the following three types of translation equivalence: (i) Type 1: Full or near translation equivalence mapping of one Chinese verb to one English verb expressing a similar action concept. (ii) Type 2: Near or partial translation mapping of one Chinese verb to several other synonymous English verbs expressing a similar action concept and vice versa. (iii) Type 3: Near or partial translation mapping of several English verbs to several other synonymous Chinese verbs expressing a similar physical action concept and vice versa.", |
| "cite_spans": [], |
| "ref_spans": [], |
| "eq_spans": [], |
| "section": "Chinese PA Verbs Acquired by Young Chinese-English Bilingual Children", |
| "sec_num": "2" |
| }, |
| { |
| "text": "For the purpose of illustrating Type 3, another word-use frequency list of the meaning equivalence correspondence of the PA verbs from English to Mandarin were established on the basis of the above list to illustrate the degree of translation equivalence mapping of one English verb to several other synonymous Chinese ones expressing a similar action concept.", |
| "cite_spans": [], |
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| "eq_spans": [], |
| "section": "Chinese PA Verbs Acquired by Young Chinese-English Bilingual Children", |
| "sec_num": "2" |
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| { |
| "text": "In order to identify a specific group of highly frequently used PA verbs in Chinese and their counterparts in English, the verbs produced by bilingual children aged from 1 to 6 years were selected for the lexical semantic analysis. The Chinese data were first drawn from Mu (2009)'s study on the early acquisition of verbs in young children aged from 1 to 2 years old and Zhang's (2010) corpus-based analysis of the language use by children aged from 3 to 6 years old. The children's productions of the various word classes in both studies were then examined and those PA verbs were selected for comparing with the Mandarin-speaking children's word production for action in Tardif's (2006) study. Twenty most frequently used action words were selected based on the above studies and the Mac-Arthur-Bates Communicative Development Inventory (CDI) for both English and Mandarin children aged 16 months old and Naigles's (2009) study on infants' learning of first verbs within the first two years of life. Subsequently, a specific group of highly frequently used verbs by children within the age range of 1 to 6 years old were found. Among them \"cut\" verbs ji\u01cen 'cut (with scissors)', qi\u0113 'slice/cut', x\u012bu 'trim/prune(away/off)' and g\u0113 'cut (off/out)' were found. After the frequently used verbs were identified, the usage notes of dictionaries and thesarus demonstrating the fine differences of the verbs were employed in a two-part representation for lexical differentiation (DiMarco et al., 1992) . The results are expected to reveal the nuances and subtleties of the denotation and connotation of words that belong to a same class and that are nearsynonymous in Chinese and English.", |
| "cite_spans": [ |
| { |
| "start": 674, |
| "end": 689, |
| "text": "Tardif's (2006)", |
| "ref_id": "BIBREF25" |
| }, |
| { |
| "start": 1474, |
| "end": 1496, |
| "text": "(DiMarco et al., 1992)", |
| "ref_id": "BIBREF7" |
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| "ref_spans": [], |
| "eq_spans": [], |
| "section": "Chinese PA Verbs Acquired by Young Chinese-English Bilingual Children", |
| "sec_num": "2" |
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| { |
| "text": "According to Dimarco and Hirst (1995) , \"the problem of lexical choice in text generation is to determine the word that conveys most precisely the denotation and connotation that are to be expressed.\" (Dimarco and Hirst, 1995: 1) . The key issue is thus to distinguish between lexical nearequivalents which may occur in the form of nearsynonyms or plesionyms (Cruse, 1986) . As opposed to absolute synonyms, near-synonyms or plesionyms differ in their nuances of denotation or connotation which result in their noninterchangeability depending on the situated context owing to their varying shades of meanings and of style or interpersonal emphasis.", |
| "cite_spans": [ |
| { |
| "start": 13, |
| "end": 37, |
| "text": "Dimarco and Hirst (1995)", |
| "ref_id": "BIBREF6" |
| }, |
| { |
| "start": 201, |
| "end": 229, |
| "text": "(Dimarco and Hirst, 1995: 1)", |
| "ref_id": null |
| }, |
| { |
| "start": 359, |
| "end": 372, |
| "text": "(Cruse, 1986)", |
| "ref_id": null |
| } |
| ], |
| "ref_spans": [], |
| "eq_spans": [], |
| "section": "Lexicons for Lexical Choice: Synonymy and Plesionymy within and between Languages", |
| "sec_num": "3" |
| }, |
| { |
| "text": "We consider the two dimensions along which synonyms can differ in terms of semantically (denotative) and stylistically (connotative) both across and within English and Mandarin respectively. More specifically, while denotation represents the semantic meaning of the word, connotation often refers to the style and interpersonal emphasis of its usage in a specific context. However, the boundary between denotation and connotation may not be at times all that distinct owing to some overlap of meaning within the set of near-synonyms (See further explanations of this in Section 5). Our main purpose is then to locate and highlight the differences between near-synonyms or plesionyms both between and within English and Mandarin respectively for the highly frequent used \"hand action verbs with instrument\", ji\u01cen 'cut (with scissors)', qi\u0113 'slice/cut', x\u012bu 'trim/prune (away/off)' and g\u0113 'cut (off/out)' respectively.", |
| "cite_spans": [], |
| "ref_spans": [], |
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| "section": "Lexicons for Lexical Choice: Synonymy and Plesionymy within and between Languages", |
| "sec_num": "3" |
| }, |
| { |
| "text": "Usage Notes: Structure, Content and an Illustrations of 13 \"Cut\" Verbs in English", |
| "cite_spans": [], |
| "ref_spans": [], |
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| "section": "4", |
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| "text": "We adopt the claim by DiMarco et al. (1992) that \"it is usually the explicit purpose of the usage notes from the dictionary or thesaurus to explain to the ordinary dictionary user the differences between groups of near synonyms.\" Table 1 shows a typical example of the list of 13 near-synonyms for the concept of CUT from the Online Thesaurus of LDOCE. ---Saw the wood to the correct length.", |
| "cite_spans": [ |
| { |
| "start": 22, |
| "end": 43, |
| "text": "DiMarco et al. (1992)", |
| "ref_id": "BIBREF7" |
| } |
| ], |
| "ref_spans": [ |
| { |
| "start": 230, |
| "end": 237, |
| "text": "Table 1", |
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| } |
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| "eq_spans": [], |
| "section": "4", |
| "sec_num": null |
| }, |
| { |
| "text": "to cut wood, vegetables, or meat into pieces ---chopping up firewood with an axe.", |
| "cite_spans": [], |
| "ref_spans": [], |
| "eq_spans": [], |
| "section": "chop", |
| "sec_num": "6." |
| }, |
| { |
| "text": "---chopped down the old tree.", |
| "cite_spans": [], |
| "ref_spans": [], |
| "eq_spans": [], |
| "section": "chop", |
| "sec_num": "6." |
| }, |
| { |
| "text": "---finely chopped onion 7. slice to cut bread, meat, or vegetables into thin pieces ---slice the cucumber.", |
| "cite_spans": [], |
| "ref_spans": [], |
| "eq_spans": [], |
| "section": "chop", |
| "sec_num": "6." |
| }, |
| { |
| "text": "---Slice the bread thinly.", |
| "cite_spans": [], |
| "ref_spans": [], |
| "eq_spans": [], |
| "section": "chop", |
| "sec_num": "6." |
| }, |
| { |
| "text": "to cut vegetables or meat into small square pieces ---dice the apple into cubes.", |
| "cite_spans": [], |
| "ref_spans": [], |
| "eq_spans": [], |
| "section": "dice", |
| "sec_num": "8." |
| }, |
| { |
| "text": "to cut cheese or a hard vegetable by rubbing it against a special tool", |
| "cite_spans": [], |
| "ref_spans": [], |
| "eq_spans": [], |
| "section": "grate", |
| "sec_num": "9." |
| }, |
| { |
| "text": "---Grate the cheese and sprinkle it over the vegetables.", |
| "cite_spans": [], |
| "ref_spans": [], |
| "eq_spans": [], |
| "section": "grate", |
| "sec_num": "9." |
| }, |
| { |
| "text": "to cut the outside part off something such as a potato or apple ---peeled the potatoes 11. carve to cut thin pieces from a large piece of meat ---carved the turkey.", |
| "cite_spans": [], |
| "ref_spans": [], |
| "eq_spans": [], |
| "section": "peel", |
| "sec_num": "10." |
| }, |
| { |
| "text": "12. mow to cut the grass in a garden, park etc.", |
| "cite_spans": [], |
| "ref_spans": [], |
| "eq_spans": [], |
| "section": "peel", |
| "sec_num": "10." |
| }, |
| { |
| "text": "---mowing the lawn.", |
| "cite_spans": [], |
| "ref_spans": [], |
| "eq_spans": [], |
| "section": "peel", |
| "sec_num": "10." |
| }, |
| { |
| "text": "13. trim (also clip) to cut a small amount off something, especially to make it look neater ---trimming his beard.", |
| "cite_spans": [], |
| "ref_spans": [], |
| "eq_spans": [], |
| "section": "peel", |
| "sec_num": "10." |
| }, |
| { |
| "text": "---Trim the excess fat off the meat. The structure and content of the usage notes of dictionaries and thesaurus contain invaluable reference on lexical discrimination for computational use in machine translation. According to DiMarco and Hirst (1995: 6) , \"while the style and length of usage note entries varies somewhat, the following structure is characteristic: a statement of the meaning that is central or common to the set of words being discriminated and a description of the factors that distinguish each word in the set such as implications (denotational differences between the meanings of words), connotations (nuances that 'colour' a word's meaning) and applications (restrictions on a word's use), coupled with examples of the use of each word in the set.\" The content of usage notes then refer to the denotative and connotative dimensions and features of the language descriptions of distinguishing factors particular to the notes.", |
| "cite_spans": [ |
| { |
| "start": 226, |
| "end": 253, |
| "text": "DiMarco and Hirst (1995: 6)", |
| "ref_id": null |
| } |
| ], |
| "ref_spans": [], |
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| "section": "peel", |
| "sec_num": "10." |
| }, |
| { |
| "text": "The above table explicitly distinguishes the differences in usage of the 13 \"cut' verbs. Through examining the regularities within these explanations, the key factors in lexical differentiation could be determined. Referencing on the 26 dimensions for denotation and 12 for connotation described more fully by DiMarco et al. (1993) , the following lexical features for differentiation of the 13 verbs are illustrated in the Figure1. The above figure clearly highlighted the lexical features for the differentiation of the 13 CUT verbs. The prototypical meaning of these verbs pertaining to the concept of the CUTTING ACT is Chop: to cut wood,vegetables, or meat into pieces Slice: to cut bread, meat or vegetables into thin pieces Dice: to cut vegetables or meat into small square pieces Peel: to cut the outside part off something (potato/apple) Carve: to cut thin pieces from a large piece of meat Trim: to cut a small amount off something especially to make it neater essentially to divide something into two or more pieces esp. using a cutting instrument (a knife or scissors). In terms of the denotation dimensions, there are 5 aspects ranging from the manner of action, i.e. speed and strength of cutting, the type of instrument for the cutting act, type of cut made from the action of cutting and the type and or size of the object being cut which would differentiate the semantic meaning of each of these verbs. For example, SNIP can only be used to denote the quick manner of cutting an object using scissors, which distinguish it from CUT which could include the use of knife in the cutting of an object without any specification of its manner of cutting. Consequently, the above-mentioned 5 lexical features in the denotational dimension distinguish the subtle nuances of the semantic meaning of each of the synonymous verbs respectively, though with some occasional overlap among these features. For instance, while both SLICE and DICE both refers to the cutting of specific objects such as meat or vegetables, the former requires the cutting into thin pieces as opposed to the latter which necessitates the cutting into small square pieces.", |
| "cite_spans": [ |
| { |
| "start": 310, |
| "end": 331, |
| "text": "DiMarco et al. (1993)", |
| "ref_id": null |
| } |
| ], |
| "ref_spans": [], |
| "eq_spans": [], |
| "section": "peel", |
| "sec_num": "10." |
| }, |
| { |
| "text": "Within the denotative differentiae, the connotative differentiae could also co-exist in the form of emphasis of one of the components of the semantic meaning of a word such as the pair of synonyms SLIT and SLASH, while both denotes the use of a knife to render something into a thin, long, narrow cut, SLASH highlights the rapid and violent action which connotes an intended brutal act.", |
| "cite_spans": [], |
| "ref_spans": [], |
| "eq_spans": [], |
| "section": "Type of cut made Manner of action", |
| "sec_num": null |
| }, |
| { |
| "text": "In this study, several highly frequently used PA verbs in Chinese that have near or partial conceptual equivalence in English are selected to account for the possible asymmetries in the children's acquisition of bilingual lexicon. By examining Gao's (2014) 494 Chinese PA verbs against various lists of action verbs found in Mu (2009) , Zhang (2010), Tardif (2006) , and Naigles' (2009) studies, we identified ji\u01cen 'cut (with scissors', qi\u0113 'slice/cut', x\u012bu 'trim/prune(away/off' and g\u0113'cut (off/out' that have near or partial conceptual equivalence between the two languages and are also most frequently used by bilingual children aged from 1 to 6 years old. Based on the operating principles of the usage notes methodology advocated by DiMarco et al. (1993) , we then perform a lexical differentiation of these synonymous PA verbs in both Chinese and English in terms of their denotation and connotation distinctions to demonstrate the subtle differences in their word senses.", |
| "cite_spans": [ |
| { |
| "start": 244, |
| "end": 256, |
| "text": "Gao's (2014)", |
| "ref_id": null |
| }, |
| { |
| "start": 325, |
| "end": 334, |
| "text": "Mu (2009)", |
| "ref_id": null |
| }, |
| { |
| "start": 351, |
| "end": 364, |
| "text": "Tardif (2006)", |
| "ref_id": "BIBREF25" |
| }, |
| { |
| "start": 738, |
| "end": 759, |
| "text": "DiMarco et al. (1993)", |
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| } |
| ], |
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| "eq_spans": [], |
| "section": "Lexical Differentiation: Denotation and Connotation", |
| "sec_num": "5" |
| }, |
| { |
| "text": "and G\u0113 in Chinese: Denotation and Connotation The above table explicitly distinguishes the differences in usage of the 4 \"cut\" verbs. Through examining the regularities within these explanations, the key factors in lexical differentiation could be determined. Referencing on the 26 dimensions for denotation and 12 for connotation described more fully by DiMarco et al., (1993) , the lexical features for differentiation of ji\u01cen, qi\u0113, x\u012bu and g\u0113 are illustrated in the following Figure 2 . The above figure clearly highlighted the lexical features for differentiation of ji\u01cen, qi\u0113, x\u012bu and g\u0113. The prototypical meaning of these synonymous verbs pertaining to the concept of the CUTTING ACT realized by the lexicon ji\u01cen is essentially to divide something into two or more pieces esp. using scissors. In terms of the denotation dimensions, there are 3 aspects: the resultant effect of cutting, the type of instrument for the cutting act and the type and or size of the object being cut which would differentiate the semantic meaning of each of these verbs. For example, qi\u0113 can only be used to denote the cutting of an object into thin pieces using a knife, which distinguish it from ji\u01cen which refers to the use of scissors in the cutting of an object into mere pieces without any specification on its thickness. Additionally, though ji\u01cen and x\u012bu both share the same denotational dimension of using scissors in the act of cutting, x\u012bu specifically denotes the cutting of a small part off something especially to make it neat, which distinguishes it from ji\u01cen denoting the cutting of an object into mere pieces without any specification on its sizes. Interestingly, owing to the bi-syllabic structure lexicon formation of Modern Chinese, both the monosyllabic lexicon x\u012bu and ji\u01cen could combine into a bi-syllabic lexicon x\u012bu ji\u01cen to denote specifically the cutting of a small part off something especially to make it neat using scissors.", |
| "cite_spans": [ |
| { |
| "start": 355, |
| "end": 377, |
| "text": "DiMarco et al., (1993)", |
| "ref_id": null |
| } |
| ], |
| "ref_spans": [ |
| { |
| "start": 479, |
| "end": 487, |
| "text": "Figure 2", |
| "ref_id": "FIGREF1" |
| } |
| ], |
| "eq_spans": [], |
| "section": "Lexical Differentiation of Ji\u01cen, Qi\u0113, X\u012bu", |
| "sec_num": "5.1" |
| }, |
| { |
| "text": "Consequently, the above-mentioned 3 lexical features in the denotational dimension distinguish the subtle nuances of the semantic meaning of each of the synonymous verbs respectively, though with some occasional overlap among these features. For instance, the monosyllabic word g\u0113 in Chinese has the following denotational meanings:", |
| "cite_spans": [], |
| "ref_spans": [], |
| "eq_spans": [], |
| "section": "Lexical Differentiation of Ji\u01cen, Qi\u0113, X\u012bu", |
| "sec_num": "5.1" |
| }, |
| { |
| "text": "g\u0113 'mow': to cut the grass in a garden, park etc.", |
| "cite_spans": [], |
| "ref_spans": [], |
| "eq_spans": [], |
| "section": "Type/Sizes of Objects:", |
| "sec_num": "1." |
| }, |
| { |
| "text": "qi\u0113 (g\u0113) cut: to cut something into thin pieces using a knife", |
| "cite_spans": [], |
| "ref_spans": [], |
| "eq_spans": [], |
| "section": "Instrument Type:", |
| "sec_num": "2." |
| }, |
| { |
| "text": "g\u0113 'cut (off/out)': to cut something off/out g\u0113 ch\u00fa 'excise':to remove something by cutting g\u0113 du\u00e0n 'chop up': to cut something off/out Firstly, in the lexical feature of the type or sizes of objects, g\u0113 'mow' specifically denotes the cutting of the grass in a garden or a park, etc. Secondly, in the lexical feature of the type of instrument, when combined with the word qi\u0113 'slice' to form the bisyllabic Chinese lexicon qi\u0113 g\u0113 'cut', it then denotes specifically the cutting of something into thin pieces using a knife, which emphasizes the original denotational meaning of qi\u0113 instead of g\u0113. Thirdly, in the lexical feature of the resultant effects of the cutting act, g\u0113 'cut (off/out)' denotes the act of cutting to render something off/out as the resultant effect which could also be denoted with a greater emphasis on the removal of something through the act of cutting by either combining the monosyllabic verb ch\u00fa 'remove' and du\u00e0n 'break' to form g\u0113 ch\u00fa 'excise' denoting the removal of something by cutting and g\u0113 du\u00e0n 'chop up' CUT (\u4fee)\u526a(\u88c1) (Trim/Cut (out)): to divide something into two or more pieces esp.using scissors \u5207(Slice): to cut something into thin pieces using a knife \u5207(\u5272)(cut): to cut something into thin pieces using a knife \u5272(cut (off/out)): to cut something off/out \u5272\u9664(excise)\uff1ato remove something by cutting \u5272\u65ad(chop up)\uff1ato cut something off/out \u5207(Slice): to cut something into thin pieces \u4fee(\u526a)(Trim): to cut a small amount off something especially to make it neater (using scissors) \u5272(Mow): to cut the grass in a garden, park etc denoting the cutting off or out of something respectively.", |
| "cite_spans": [], |
| "ref_spans": [], |
| "eq_spans": [], |
| "section": "Resultant Effects:", |
| "sec_num": "3." |
| }, |
| { |
| "text": "Within the denotative differentiae, the connotative differentiae could also co-exist in the form of emphasis of one of the components of the semantic meaning of a word such as the pair of synonyms g\u0113 ch\u00fa 'excise' and g\u0113 du\u00e0n 'chop up': while both denote the removal of something through the act of cutting possibly with a cutting instrument like a knife, g\u0113 ch\u00fa 'excise' highlights the excising action which connotes the complete removal of something undesirable while g\u0113 du\u00e0n 'chop up' emphasizes the forceful act of chopping up or hacking of something for the purpose of breaking it.", |
| "cite_spans": [], |
| "ref_spans": [], |
| "eq_spans": [], |
| "section": "Resultant Effects:", |
| "sec_num": "3." |
| }, |
| { |
| "text": "In sections 4 and 5, the semantics of thirteen \"cut\" verbs in English and four \"cut\" verbs in Chinese that are frequently used in daily life were illustrated with usage notes. The illustrations show that the semantic differences between the words within and between the two languages are big enough to cause challenges for young bilingual children to acquire the verbs easily. For example, the manner distinctions and causative results of the different cut actions may not be easily acquired by young bilingual children through daily life experience. To understand how the process of learning happens at an early age and whether there is an order of learning of the verbs within a PA verb class, an analysis of the semantics of the verbs from learners' perspective becomes necessary. The semantic differences between the paired verbs in the two languages can also become evident through a comparative illustration of the verb semantics.", |
| "cite_spans": [], |
| "ref_spans": [], |
| "eq_spans": [], |
| "section": "Challenges for Bilingual Children in \"Cut\" Verb Learning", |
| "sec_num": "5.2" |
| }, |
| { |
| "text": "From the illustration of the denotation and connotation differences between the \"cut\" verbs in English and Chinese, we can see that it would require more linguistic and real-world knowledge for bilingual children to be able to acquire fully \"cut\" verbs, which explains why empirical studies of Chinese-English bilingual word learning have not shown any data of bilingual children's full acquisition of all the \"cut\" verbs in their preschool years.", |
| "cite_spans": [], |
| "ref_spans": [], |
| "eq_spans": [], |
| "section": "Challenges for Bilingual Children in \"Cut\" Verb Learning", |
| "sec_num": "5.2" |
| }, |
| { |
| "text": "It This paper discusses the semantic and stylistic differences of the highly frequently used Chinese physical action verbs, such as ji\u01cen, qi\u0113, x\u012bu, g\u0113 and their English counterparts cut (with scissors), slice/cut, trim/prune(away/off) and cut (off/out) that may influence Chinese-English bilingual children's acquisition of these differences between the two languages. Employing the usage notes of dictionaries and thesaurus as a methodology, the fine differences of the verbs were demonstrated in a two-part representation for lexical differentiation (DiMarco et al., 1992) . The nuances and subtleties of the denotation and connotation of the \"cut\" verbs were illustrated accordingly.", |
| "cite_spans": [ |
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| "start": 552, |
| "end": 574, |
| "text": "(DiMarco et al., 1992)", |
| "ref_id": "BIBREF7" |
| } |
| ], |
| "ref_spans": [], |
| "eq_spans": [], |
| "section": "Conclusion", |
| "sec_num": "6" |
| } |
| ], |
| "back_matter": [ |
| { |
| "text": "We acknowledge the support by the Academic Research Fund (AcRF) of Ministry of Education and Nanyang Technological University, Singapore. . We hope that this approach will be able to serve as a reference point in explaining why bilingual children tend to have preferences or make incorrect choices in their use of certain PA verbs that are commonly used and heard from a young age. The result of such a study could be applied to the study of other word classes", |
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| "section": "Acknowledgments", |
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| "FIGREF0": { |
| "text": "Dimensions for the concept of CUT in English", |
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| "TABREF1": { |
| "type_str": "table", |
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| "html": null |
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| "TABREF2": { |
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| "content": "<table><tr><td/><td colspan=\"5\">shows a consolidated usage notes of the 4</td></tr><tr><td colspan=\"6\">near-synonyms ji\u01cen, qi\u0113, x\u012bu and g\u0113 for the concept</td></tr><tr><td colspan=\"6\">of CUT from both the Dictionary of Contemporary</td></tr><tr><td colspan=\"6\">Mandarin (DOCM) and Dictionary of Mandarin-</td></tr><tr><td colspan=\"6\">English (DOME), with the translations of the</td></tr><tr><td colspan=\"6\">Mandarin verbs meaning and collocation in</td></tr><tr><td colspan=\"6\">English and the Mandarin to English verbs</td></tr><tr><td colspan=\"4\">translation equivalents.</td><td/><td/></tr><tr><td>Mandarin Character</td><td>Piny in</td><td>English Meaning</td><td>Mandarin Verbs Meaning</td><td>Translations of The Mandarin Verbs</td><td>Mandarin to English Verbs</td></tr><tr><td/><td/><td/><td>and</td><td>Meaning</td><td>Translation</td></tr><tr><td/><td/><td/><td>Collocation</td><td>And Collocation</td><td>Equivalent</td></tr><tr><td/><td/><td/><td/><td>in English</td><td/></tr><tr><td>\u526a</td><td>ji\u01cen</td><td>cut with scissors, clip, trim, snip, shear</td><td>1.\u7528\u526a\u5200\u7b49\u4f7f \u4e1c\u897f\u65ad\u5f00(\u526a \u88c1/\u526a\u7eb8/\u526a\u6307 \u7532/\u526a\u51e0\u5c3a\u5e03\u505a \u8863\u670d) 2.\u526a\u88c1\uff1a\u7f1d\u5236 \u8863\u670d\u65f6\u628a\u8863\u6599</td><td>1. cut (with scissors)/ clip/trim/snip/ shear (cut open/ shear a sheep/ trim one's nails/the letter was cut open)</td><td>\u526a---cut with scissors, clip, trim, snip, shear \u526a(\u88c1)---cut out</td></tr><tr><td/><td/><td/><td>\u6309\u7167\u4e00\u5b9a\u5c3a\u5bf8</td><td>2. cut out (a</td><td/></tr><tr><td/><td/><td/><td>\u65ad\u88c1\u5f00</td><td>garment)/tailor: (the coat was</td><td/></tr><tr><td/><td/><td/><td/><td>well cut and well</td><td/></tr><tr><td/><td/><td/><td/><td>made)</td><td/></tr><tr><td>\u5207</td><td>qi\u0113</td><td>cut, slice</td><td>1.\u7528\u5200\u628a\u7269\u54c1 \u5206\u6210\u82e5\u5e72\u90e8\u5206 \u7b49\u628a\u7269\u54c1\u622a\u65ad 2.\u5207\u5272\uff1a\u7528\u5200 \u5207\u6210\u4e1d\u513f) (\u5207\u897f\u74dc/\u628a\u8089</td><td>1.cut /slice (cut cutting by accident when into his fingers slice meat/sliced up vegetables/ cut into halves/</td><td>\u5207(\u5272)----cut, slice</td></tr><tr><td/><td/><td/><td/><td>vegetables)</td><td/></tr><tr><td/><td/><td/><td/><td>2. slicing/cutting</td><td/></tr><tr><td/><td/><td/><td/><td>(cutting part)</td><td/></tr><tr><td>\u4fee</td><td>xi\u016b</td><td>trim, prune (away/off )</td><td>1.\u526a\u6216\u524a\uff0c\u4f7f \u6574\u9f50(\u4fee\u6811\u679d/ \u6307\u7532) \u5b50\u4e00\u7c7b\u7684\u5de5\u5177 2.\u4fee\u526a\uff1a\u7528\u526a</td><td>1. trim/prune fingernails) (prune away/off branches /trim /manicure one's</td><td>\u4fee(\u526a)---trim, prune (away/off)</td></tr><tr><td/><td/><td/><td>\u4fee(\u679d\u53f6\u3001\u6307</td><td/><td/></tr><tr><td/><td/><td/><td>\u7532\u3001\u6bdb\u53d1\u7b49)</td><td/><td/></tr><tr><td/><td/><td/><td>\uff1a(\u4fee\u526a\u677e\u5899/</td><td/><td/></tr><tr><td/><td/><td/><td>\u516b\u5b57\u80e1\u4fee\u526a\u5f97</td><td/><td/></tr><tr><td/><td/><td/><td>\u5341\u5206\u6574\u9f50)</td><td/><td/></tr><tr><td>\u5272</td><td>g\u0113</td><td>cut (off/out), slice, mow, excise, chop up</td><td>1.\u7528\u5230\u622a\u65ad (\u5272\u8155/\u9ea6\u5b50) 2.\u5272\u9664\uff1a\u5272\u6389 \uff1b\u51fa\u53bb(\u5272\u9664 \u80bf\u7624) 3.\u5272\u65ad\uff1a\u622a\u65ad \uff1b\u5207\u65ad(\u5272\u65ad \u7ef3\u7d22)</td><td>1. cut/mow (cut paddy/cut apart/ break up) 2. cut off/cut out/excise (cut off/remove the tonsil) 3. cut off/chop up (cut off connections with)</td><td>\u5272---cut (off/out), mow \u5272(\u9664)---cut (off/ out), excise, remove \u5272(\u65ad)---cut off/</td></tr><tr><td/><td/><td/><td/><td/><td>chop up</td></tr></table>", |
| "num": null, |
| "text": "Usage notes for ji\u01cen, qi\u0113, x\u012bu and g\u0113 from DOCM and DOME", |
| "html": null |
| } |
| } |
| } |
| } |
