A Cognitive Study on the Order of Teaching Items for the Polysemous Verb ‘da(打)’

The purpose of this paper is to examine the validity of the order in which the teaching items for the polysemous verb ‘da(打)’ are designed in the Chinese curriculum in Korea from a cognitive linguistic perspective, and to discuss proper teaching methods for polysemous verbs. The analysis of secondary school textbooks and private educational materials in Korea showed the following results:<br/> First, the content is centered on communicative functions, without sufficient consideration of the polysemy of the verb ‘da(打)’ in the design of teaching items. Second, the order of teaching items does not follow the learning stages presented in the sample. Third, there is no accurate explanation of the meaning of the verb ‘da(打)’. Fourth, the explanation of the meaning of the verb ‘da(打)’ does not follow the principle of hierarchical learning. Fifth, the classification of meaning categories for the verb ‘da(打)’ is inaccurate, and appropriate examples are not provided.<br/> The Chinese language textbooks and learning materials in Korea generally have appropriate instructional designs for the verb ‘da(打)’. However, for polysemous verbs like ‘da(打)’, which have highly differentiated meanings, more meticulous attention is needed from the perspective of polysemy education. The study proposes the following educational methods:<br/> First, clearly classify the prototype and extended meanings of the verb ‘da(打)’ and ensure consistent explanation and arrangement of teaching items. Second, the different meaning items of the verb ‘da(打)’ should be clearly explained. Third, the content should be structured in a way that facilitates the teaching of the polysemy of the verb ‘da(打)’. Fourth, the instructional materials should be designed to prioritize learning the prototype meaning.<br/> This study aims to highlight the importance of polysemy education in second language teaching, enabling learners to better understand the polysemous verb ‘da(打)’ and overcome learning difficulties. Furthermore, it is expected that the research findings derived from polysemy studies will be applied to instructional material design and utilized in educational strategies, thereby enhancing the value of linguistic research and improving the effectiveness of education.