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Research on cross-linguistic categorization reveals that there were universal principles constraining the categorization of motion events across languages, and variations only distributed in a limited range. However, this finding has not been widely verified across languages and semantic domains. In this paper, we will address whether the universal constraints exist in the cross-linguistic categorization of throwing events, with the data collected with a behavioral approach. We asked 79 adult native speakers of English(12 male, 17 female), Chinese(15 male, 15 female), and German(18 male, 12 female) to perform actions denoted by near-synonymous ‘throw’ verbs in their native languages. Then we coded the features of their actions and compared them across individuals and languages. The results support the finding of previous studies that event categorization is constrained across languages. In addition, the top-down approach we adopted in this study allowed us to capture the focal and extensional semantic range of each verb involved, which advanced our knowledge of event categories and different semantic representations of a class of near-synonyms.

Chinese noun classifiers are an obligatory category associated with nouns. Studies have shown that achieving a full understanding and good mastery of Chinese noun classifiers is difficult for both young and adult L2 learners. This study examines the learning strategies used by 30 Swedish adults for a period of two months. Their learning results are compared to 30 bilingual children's production of Chinese noun classifiers. The adult learners exhibit a normal top–down learning fashion, in which they fail to acquire the complex semantic and cognitive meanings embedded in the classifiers. The children, on the other hand, apply cognitive strategies with a bottom–up approach. The adults’ learning of classifiers lags surprisingly far behind their general level of Chinese proficiency. This study can be used as a reference for future studies on the conceptual and cognitive aspects of Chinese language acquisition by speakers whose native languages are not classifier languages.

Chinese classifiers are found to be a category that creates true challenges for second language learners of Chinese to grasp its meaning and use it easily. It is also found that even native speakers of Chinese may lose their competence in using classifiers appropriately after years of living in a non-Chinese speaking community. This paper presents a novel approach in the design of an e-learning tool for Chinese classifier learning and teaching. With this approach, Chinese noun categories are reclassified according to their associations with the types of classifiers. The design is based on both theoretical studies of Chinese classifiers and empirical studies of Chinese classifier acquisition by both children and adults. It allows users to use cognitive strategies to explore and learn with a bottom-up approach the associations of classifiers with nouns.

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