Biotechnological Advances in Cognitive Biolinguistics: Shaping Content Reform in International Chinese Language Education

Abstract

This study explores the application of biolinguistic principles to the acquisition of Chinese as a second language, distinguishing it from native language acquisition patterns. Utilizing cognitive biolinguistics as a framework, this paper proposes innovative, biologically-informed teaching modes aimed at enhancing Chinese language comprehension skills through auditory and textual modalities. The analysis is twofold: it evaluates vocabulary acquisition strategies among second-language learners and investigates sentence processing mechanisms between Chinese and native Korean speakers. A one-way ANOVA was applied to assess the differences in direct vocabulary learning styles across learners of varying proficiency, providing insights into effective educational strategies. Additionally, a comparative analysis of sentence processing by Korean learners highlights distinct cognitive pathways engaged by non-native speakers. This is supported by behavioral data that elucidates differences in how native Korean speakers process complex Chinese sentence structures. The findings reveal that native Korean speakers have a significantly lower accuracy rate of 62.07% in identifying semantic violations in sentences compared to their performance with correct and double-violation sentences, which have accuracy rates exceeding 76.15%. This discrepancy underscores the potential for leveraging first language acquisition strategies in teaching Chinese, suggesting that a focus on multi-modal and embodied learning experiences can substantially enhance comprehension and retention. Based on these insights, the paper proposes a reform strategy for international Chinese language education that incorporates advanced biotechnological tools and cognitive science theories. This approach aims to revolutionize traditional language teaching methodologies by introducing a curriculum that is not only linguistically sound but also aligned with the natural cognitive processes of language acquisition. The ultimate goal is to improve the efficacy of Chinese language education in a global context, making it more accessible, engaging, and effective for learners from diverse linguistic backgrounds.