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Guest Editor

Shu-Ling Wu
Southern Illinois University Carbondale, USA
 

This peer-reviewed special issue focuses on how Cognitive Linguistics (CL) theories can be used to analyze the Chinese language and be adopted to advance L2 Chinese teaching and learning. It is a pioneering initiative aimed to contribute to the broad field of applied CL and the study of L2 acquisition of Chinese. Showcasing a wide range of empirical research methods, the four articles collected in this special issue apply different influential CL theories to investigate four distinct Chinese linguistic areas that pose considerable challenges for L2 Chinese learners.