Cognitive Constraints and Differences in Conceptualization: Employing the Principle of Temporal Sequence (PTS) in the Explanation of L2 Chinese Word Order Errors from a Learner Corpus of Italian L1 Speakers

Abstract

The cognitive-functional framework on word order, pioneered by the studies of James Tai (1985, 1989 inter alia), has revealed the underlying diagrammatic iconicity of Standard Mandarin Chinese word order, also highlighting the differences in the conceptualization of various word order patterns between Chinese and English from an acquisitional perspective. This contribution aims to focus on the cognitive constraints underlying the conceptualization of Chinese syntax by Italian L1 learners, through the application of the Principle of Temporal Sequence (PTS), one of the most discussed iconic principles within the literature on the cognitivefunctional framework. The study’s objective was pursued through the analysis of a corpus of word order errors derived from written compositions by Italian-speaking learners with different levels of language proficiency. The results also shed light on the potential that the PTS holds in providing explicit descriptions and clearer explanations of L2 Chinese word order errors for instructional purposes.