Reframing Structural–Cognitive Mismatch in Chinese–English Language Learning

Abstract

This review examines research on Chinese–English structural–cognitive mismatch in second and foreign language learning. Although previous studies have documented key structural contrasts—such as parataxis versus hypotaxis, topic- versus subject-prominence, and differences in tense–aspect systems—these features are often analyzed independently of the sociocognitive orientations underlying their use. Synthesizing studies from applied linguistics, second language acquisition, and intercultural communication, the review identifies three dominant research strands: structurally focused accounts with limited cognitive explanation; cognitively oriented studies weakly anchored in linguistic structure; and emerging sociocognitive approaches that seek integration but remain methodologically fragmented. The review further reveals a persistent imbalance in research attention, with a strong focus on Chinese learners of English and far fewer studies on English learners of Chinese. This unidirectional orientation constrains theoretical interpretation and obscures symmetrical patterns of structural–cognitive adaptation. To address these limitations, the review argues for a bidirectional sociocognitive framework in which linguistic structure is understood as the external manifestation of culturally shaped cognition. It concludes by outlining key principles for future research aimed at developing a more integrated and explanatory account of Chinese–English language learning.