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This paper examines the relations between the senses of the Chinese polysemous verb  shàng  “to go up”, in an effort to understand how the various senses of polysemous words are organized in the L1 and L2 lexicons and to shed light on the role they might play in L2 polysemy acquisition. To this end, we analyzed the senses of shàng at the conceptual level, then used these findings to inform an empirical study of the sense relatedness as perceived by L1 and L2 participants. A developmental pattern is identifiable across the L2 proficiency groups. Specifically, the sense relations identified by the L2 groups increasingly approximate those identified by L1 as their proficiency level grows. Both native speakers and learners base their perceptions of sense relatedness on purported conceptual metaphors as well as other factors such as transitivity, function and concreteness – though the two groups apply these concepts in different ways. These findings suggest that learners can access the same conceptual tools as native speakers, but are using these tools in a way that differs from native speakers. Conclusions support the cognitive motivations behind polysemous senses and teaching-oriented findings that overlap in L1 and L2. Conceptual universals should be helpful in L2 vocabulary acquisition.

Chinese L2 acquisition of sense relatedness for shàng “to go up”