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  1. Special Issue: Cognitive Linguistics in Chinese Teaching and Learning
  2. Guest Editor Shu-Ling Wu Southern Illinois University Carbondale, USA   This peer-reviewed special issue fo
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  1. “Can,” “Could,” or “May” in Chinese? A Usage-based Perspective Gleaned from Diachronic Corpus Analysis
  2. Lihong Huang Georgetown University, USA   Abstract This study analyzes four linguistic forms related to modal
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  1. 汉语动词偏好在报刊中的体现以及对母语为英语的汉语学习者写作的影响
  2. 刘念 俄克拉荷马大学,美国   摘要 本研究基于 Lakoff & Johnson (1980) 关于本体隐喻
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  1. The Sociocultural-Cognitive Underpinnings in Error Correction: A Descriptive Study on Acquisition of Chinese Tones
  2. Qun Ao United States Military Academy, USA   Abstract This study investigates how teachers can best assist st
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  1. Implicit Learning of Chinese Numeral Classifiers Using the Stimulus Equivalence Paradigm
  2. Yee Pin Tio Southern Illinois University Carbondale, USA Usha Lakshmanan Southern Illinois University Carbondale,
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