Instructional Design and Implementation of Chinese Color Idioms for

Intermediate CSL Learners

Introduction

The author posits that 'color,' due to its pervasive presence in life and all cultures, is
an apt thematic focus for idiom-based instruction for intermediate CSL learners. Since
language and culture are inseparable, the author proposes using “idioms,” a
representation of both language and culture, to teach intermediate Chinese learners
and enhance their linguistic competencies. Idioms represent a crucial linguistic aspect
of Chinese culture, yet traditionally, idiomatic instruction has been unsystematic and
scattered within general language curricula. This leads to learners' misunderstandings
or misuse of the language due to idioms' inherent semantic duality, influencing
proficiency improvements.

This study aims to explore and identify "color idioms" appropriate for Chinese
cultural and language learning and to devise an instructional design tailored to
intermediate Chinese learners. The target learner is chosen explicitly as language's
cultural and philosophical aspects often constitute a threshold for learners advancing
from intermediate to higher proficiency (Jyun Guan-liang, 2020).

This chapter is divided into three sections. The first section, “Research Background
and Motivation,” describes the rationale and motivations for researching Chinese
idioms with color terms. The second section, “Research Objectives and Questions,”
explores different research questions, proposing several directions of thought
regarding studying color idioms. Under this section, “Terminology Clarifications”
defines specialized terminologies relating to color idioms to avoid misinterpretation
and allow the author to draw meaningful conclusions from the study. The third
section, “Color Idioms Curriculum Design—RED,” uses “red” as an example of how
the author plans to use color idioms to design lessons and teach intermediate CSL
learners.

SECTION 1: Research Background and Motivation

Chinese idioms, embedded with rich cultural connotations, serve as a unique

linguistic vehicle for conveying Chinese heritage philosophies, histories, and customs.
While some idioms are decipherable through their literal meanings, a deeper
understanding often necessitates knowledge of historical or anecdotal contexts. Zheng
Peixiu (2005) highlights the dual semantics of idioms, where literal meanings may not
always align with their actual implications, posing challenges for Chinese learners
who might miss the cultural nuances, leading to misunderstandings or avoidance in
communication.

Zhou Shizhen (2008) organized idioms into ten thematic categories, demonstrating
the prevalence of color in everyday language and its potential as a pedagogical tool.
Karen Haller (2019) elaborates on the complexity of color perception, which is
influenced by personal, cultural, and psychological factors. Recognizing the extensive
cultural symbolism of color in Chinese tradition, this research explores color idioms,
specifically their cultural dimensions, to enhance cross-cultural communication in

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language learning.

Xing Zhiquan (2013)1 posits that color can be a foundational element in cultural
education, progressing from enhancing communicative and lexical skills to
understanding language application in culturally appropriate contexts. By examining
common color idioms and designing instructional content around those idioms, this
study aims to facilitate a deeper cultural understanding among learners at an
intermediate level, bridging the gap between cultural insight and language acquisition.

Through this investigation into color idioms, the study seeks to enrich language
learning and foster an appreciation for the intricate relationship between language and
culture in a cross-cultural educational framework.

SECTION 2: Research Objectives and Questions

Though idioms abound with cultural richness and are prevalent in everyday life, their
inclusion in Chinese language education often lacks a systematic or thematic
approach. This sporadic treatment in general lessons misses the opportunity to fully
utilize idioms to enhance expressive and writing skills. Since color terms are
universally present across various cultures and are regularly encountered in everyday
communication, the author believes there is a strong case for developing an idiom
course focusing on color. Such a course could bolster learners' ability to communicate
across cultures.

By centering the curriculum on color idioms, the author proposes a strategic approach
to researching and analyzing them, then designing an enriched language instruction to
equip learners with the nuanced communicative skills necessary for effective cross-
cultural interaction.

The objectives of this research are as follows:

1. Research & Analysis on Color Idioms—Identify, categorize, and analyze

commonly used color idioms and those with cultural meanings, both of which
are suitable for educational purposes.
2. Color Idioms Curriculum Design—Develop a thematic curriculum based on
the researched color idioms.
3. Curriuclum Assessment, Evaluation & Refinement—Through on-site
instruction, observing students' challenges and problems in using color idioms
to learn Chinese, refining and improving teaching methodologies, and
curriculum design.

Given the aforementioned research objectives, questions are drafted to generate a

thorough exploration of both theoretical and practical aspects of teaching intermediate
CSL students using color idioms:

1. How many Chinese idioms contain “colors”?

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Seen in "Cultural Background and Understanding of Idioms: Taking Four-Character Idioms Related
to 'Wine' as an Example," by Li Huiyan, 2020.

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 2. How should all the color idioms be categorized, what patterns do they follow,
and how are they related to color theory and psychology?
3. Which color idioms are appropriate for intermediate CSL learners?
4. How can color idioms be integrated into Chinese language teaching? What
pedagogical approaches should be used?
5. How can the effectiveness of using color idioms to teach intermediate Chinese
learners be assessed?

Terminology Clarifications

To elucidate the author's definition of "color idioms," the following four essential
terms are defined. This research studies all the idioms containing color terms, whether
the terms are literal or abstract.

1) Idiom
An idiom in Chinese, as per the "Ministry of Education Dictionary," is a "fixed
expression with historical origins and layered meanings, often consisting of four
characters and capable of serving as a sentence element." The "Idiom Dictionary"
echoes this, emphasizing that idioms have historical sources and multifaceted
semantic functions while excluding common four-character phrases without these
qualities. The "Comprehensive Chinese Dictionary" further characterizes idioms as
"long-established, structurally fixed, and semantically complete phrases,"
underscoring their stability, rich cultural significance, and everyday usage. Idioms are
recognized as linguistically stable, culturally rich expressions that encapsulate multi-
leveled meanings, often extending beyond their literal interpretations to convey
deeper metaphorical insights.

2) Color Terms
Color terms, or chromatic words, initially described physical objects using abstract
visual perception. These terms have since diversified to reflect various cognitive and
cultural interpretations, transitioning from objective descriptions to subjective
emotional expressions. While classifications of basic color terms vary among
scholars, there is consensus on the primary colors of red, yellow, green, blue, white,
and black. Xue Kunyu (2010) highlights four main features of color terms: their
ubiquity in language, their creative potential to form new expressions, their capacity
to convey abstract concepts, and their inherent ambiguity due to the absence of
universal definitions.

3) Idioms with Color Terms

Idioms with color terms incorporate colors as part of their expression, typically as
four-character phrases. These idioms span a spectrum of colors—red, green, yellow,
blue, purple, black, gray, and white—and often hold dual meanings. They may denote
an object's actual color, but figuratively, they carry abstract meanings that have
developed historically.

4) Literal Color Terms

“Literal," according to the Ministry of Education Dictionary, signifies something
tangible and concrete. That is, named after the color of specific physical items.

5) Abstracted Color Terms

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In contrast to "Literal Color Terms," these are instances where a color term transitions
from concrete to abstract or from a literal meaning to symbolic, metaphorical, or
representative significance.

SECTION 3: Research and Analysis on Color Idioms—RED

The color red in Chinese culture represents luck and is chosen as an example. Then, a
list of red idioms is compiled and divided into literal and abstract categories.

A. Literal Color Terms

1.Plants: hóng huā lǜ yè (紅花綠葉), chóu hóng cǎn lǜ (愁紅慘綠), chà zǐ yān hóng
(奼紫嫣紅), wàn zǐ qiān hóng (萬紫千紅), liǔ lǜ huā hóng (柳綠花紅), bǎi zǐ qiān
hóng (百紫千紅), hóng yè chuán qíng (紅葉傳情), hóng xìng chū qiáng (紅杏出牆),
hóng yè zhītí (紅葉之題), hóng shòu lǜ féi (紅瘦綠肥), fēn hóng hài lǜ (紛紅駭綠),
nèn hóng jiāo lǜ (嫩紅嬌綠), táo hóng liǔ lǜ (桃紅柳綠), lǜ àn hóng xī (綠暗紅稀),
hóng shuāi cuì jiǎn (紅衰翠減), hóng dòu xiāng sī (紅豆相思), pī hóng pàn bái (批紅
判白), pī hóng guà cǎi (披紅掛綵), guan xiǔ sù hóng (貫朽粟紅), hóng sī xì zú (紅絲
繫足), hóng qí bào jié (紅旗報捷), rén wú qiānrì hǎo, huā wú bǎi rìhóng (人無千日
好，花無百日紅), yún hóng diǎn cuì (勻紅點翠), juàn hóng wēi cuì (眷紅偎翠), qì
hóng duī lǜ (砌紅堆綠)

2.People Descriptions: bái lǐ tòu hóng (白裡透紅), hēi lǐ tòu hóng (黑裡透紅),chǐ
bái chún hóng (齒白脣紅),yī hóng èr bái (一紅二白), bái fà hóng yán (白髮紅顏),
hóng guāng mǎn miàn (紅光滿面), hóng nán lǜ nǚ (紅男綠女), miàn hóng ěr chì (面
紅耳赤), hóng xiù tiān xiāng (紅袖添香), jiàn qián yǎn hóng (見錢眼紅), yǐ cuì wēi
hóng(倚翠偎紅), miàn hóng miàn lǜ (面紅面綠), hóng fěn qīng é (紅粉青蛾), wū
mào hóng qún (烏帽紅裙), bái méi chì yǎn (白眉赤眼), jí chì bái liǎn (急赤白臉),
chì chéng xiāng dài (赤誠相待), chì dǎn zhōng xīn (赤膽忠心)

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3.Others: hóng bù léng dēng (紅不稜登), hóng hóng lǜ lǜ (紅紅綠綠), hóng luán
xīng dòng (紅鸞星動), chì shéng xì zú (赤繩繫足), hóng zhuāng sù guǒ (紅裝素裹),
yū zhū tuō zǐ (紆朱拖紫), yū zhū huái jīn (紆朱懷金), dēng hóng jiǔ lǜ (燈紅酒綠),
qīng hóng zào bái (青紅皂白), hóng zhuāng sù lǐ (紅裝素裏), hóng rì sān gān (紅日
三竿), hóng bái xǐ shì (紅白喜事), hóng fěn qīng lóu (紅粉青樓), hóng sī dài xuǎn
(紅絲待選), hóng qíng lǜ yì (紅情綠意), hóng lú diǎn xuě (紅爐點雪), chuān hóng
zhuó lǜ (穿紅著綠)

B. Abstracted Color Terms

1.Fame: yí pào ér hóng(一炮而紅), dà hóng dà zǐ(大紅大紫) , hóng de fā zǐ(紅得發

紫), dà hóng dà lǜ(大紅大綠)

2.Beauty: hóng yán bó mìng (紅顏薄命), yī dài hóng zhuāng(一代紅妝), hóng fěn
jiā rén(紅粉佳人), hóng xiù tiān xiāng (紅袖添香)

3.Girl: hóng fěn zhī jǐ(紅粉知己)

4.Romance: hóng dòu xiāng sī(紅豆相思)

5.Others: dà hóng rì zi (大紅日子), hóng qíng lǜ yì (紅情綠意), zuò hóng yǐ zi (坐

紅椅子), sù hóng guàn xiǔ (粟紅貫朽), jìn zhū zhě chì (近朱者赤), chì zǐ zhī xīn (赤
子之心), chì pín rú xǐ (赤貧如洗), chì tǐ shàng zhèn (赤體上陣), chì dì qiān lǐ (赤地
千里), chì rì yán yán (赤日炎炎), fèn wài yǎn hóng (分外眼紅), chì bì áo bīng (赤壁
鏖兵), chì kǒu bái shé (赤口白舌), kàn pò hóng chén (看破紅塵), zǐ mò hóng chén
(紫陌紅塵), hóng kǒu bái shé (紅口白舌), yòu hóng yòu zhuān (又紅又專), jiǎn
hóng kè cuì (剪紅刻翠), shàng shū hóng xìng (尚書紅杏), ruǎn hóng shí zhàng (軟紅
十丈), hóng jí yī shí (紅極一時), chì dì qiān lǐ (赤地千里) (repeated), chì xiàn shén
zhōu (赤縣神州), chì kǒu shāo chéng (赤口燒城), jīn wú zú chì (金無足赤), juàn
wěi chì sè (倦尾赤色), bái tù chì wū (白兔赤烏), shí chì bù duó (石赤不奪), péng
tóu chì jiǎo (蓬頭赤腳)

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Initially, idioms related to the color red will be gathered from respected resources,
such as the "Ministry of Education's Idiom Dictionary" and the "Idiom Compilation"
website, which include comprehensive collections like "The Grand Dictionary of the
Origins of Chinese Idioms," among others. This compilation aims not just to list but
to critically evaluate the idioms, selecting those most pertinent and prevalent in
everyday life and within Chinese culture for further examination.

Building on this curated foundation, the author proceeds to conduct an in-depth

analysis of the recurring themes within red idioms. This approach allows for a
focused discussion on red idioms' characteristics and cultural significance.

Red, in ancient times, had many aliases such as "chi," "zhu," "dan," "tong," "fei,"
"qian," and "jiang," among others (Cheng, M.,2021). In idiomatic expressions, red is
often represented by the terms for vermilion and scarlet. Observing idioms containing
red, in many cases, is commonly paired with other colors. When paired with green, it
resonates with the complementary colors in color theory, signifying a relationship of
opposition and complementarity. Red is also frequently coupled with purple, carrying
positive connotations, as red in ancient times symbolized festivity. Purple had dual
implications: firstly, because purple pigment was hard to obtain in ancient times,
rarity denoted nobility; secondly, as a color blended from red and blue, purple was
considered an offset color to the primary colors in ancient China. However, in idioms,
when red pairs with purple positively, such as in "da hong da zi 大紅大紫" or "hong
de fa zi 紅得發紫," it implies a reputation of loud acclaim. In contrast, the pairing of
red with green is more neutral, often metaphorically representing vibrant colors.

Idioms containing red mainly bear positive meanings, possibly related to the positive
evaluation of red in Chinese culture, such as its use in festive decorations like New
Year couplets, red envelopes, and lanterns. Moreover, as Confucius said, red is one of
the five primary colors in China: "The primary colors are green, red, yellow, white,
and black.”

In addition to the emotional connotations of red, it also contains sometimes abstract,

sometimes literal meanings. In abstract terms, another alias for red, "chi," signifies
not only the color red but also meanings like "emptiness," "exposure," and "loyalty."
In literal color terms, red is most often used to describe plants, extending to a lively
and flourishing appearance. In contrast, describing people usually metaphorically
refers to rosy skin or cheeks, implying a healthy complexion. In abstracted meanings,
it often denotes fame, even using "great" and "turning purple" (both red and purple
were worn by high-ranking officials during the Tang dynasty, with red for fifth rank
and above and purple for third rank and above the latter denoting a higher status) to
imply extreme renown.

In representative meanings, red is often paired with the female image, particularly
beautiful women. In psychology, red carries connotations of passion and romance,
thus often symbolizing love and marriage, as seen in poetic themes like "red leaves"
and "red beans of longing," embodying beautiful romance. "Red beans of longing"
originates from a famous poet from Tang Dynasty, Wang Wei. The poem "Red
Beans": "Red beans grow in the southern lands; with spring they sprout anew. Wish
you would pick more of these; they most evoke my yearning for you." Therefore, in
the author's classification, the "red beans" in "red beans of longing" not only depict

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the red color of the bean but can also be categorized under the abstracted meaning of
love, embodying both aspects.

Although most idioms with red have positive connotations, there are those with
negative implications, such as jealousy or representing a woman's melancholy (e.g.,
chóu hóng cǎn lǜ 愁紅慘綠 "red sorrow and green distress") or even infidelity (e.g.,
hóng xìng chū qiáng 紅杏出牆 "the red apricot tree leans over the garden wall").

In summary, the color red in Chinese idioms presents a multifaceted spectrum of

meanings that stretch from the literal to the symbolic. Red idioms encapsulate
significant aspects of Chinese cultural and philosophical thought, from ancient
symbols of joy and nobility to contemporary expressions of fame and love. The
analysis reveals that while positive associations predominantly color the use of red in
idiomatic expressions, the language also reflects complex human emotions and
societal norms through its nuanced interpretations. This exploration into the everyday
use of red offers a vivid lens through which to view the rich tapestry of historical and
cultural values embedded in the Chinese language.

3: Color Idioms Curriculum Design—RED

Choosing the Idioms

To select red idioms for the classroom, the author sought idioms that embody the
essence of Chinese culture or those commonly used in daily life, with enough depth to
support class discussions on various topics. After careful selection, the idioms " hóng
yán bó mìng 紅顏薄命", " yí pào ér hóng 一炮而紅", and " dà hóng dà zǐ 大紅大紫"
were chosen, with the first two selected for teaching demonstrations.

" hóng yán bó mìng 紅顏薄命" is deeply ingrained in Chinese culture and can be used
to introduce the Four Great Beauties of China and discuss their tragic fates, which
leads to the extended discussion of whether the fate of beautiful women is necessarily
tragic.
" yí pào ér hóng 一炮而紅" often reflects real-life scenarios where an individual
becomes famous overnight due to a single work, a phenomenon increasingly common
in the era of social media and free speech.
" dà hóng dà zǐ 大紅大紫" and " yí pào ér hóng 一炮而紅" both imply fame, yet
with subtle differences, which can be compared towards the end of the class.

Designing the Course

Using red idioms as an example, the class, which is usually 50 minutes long, will start
with questions about students' perceptions of red to stimulate their interest. This will
be followed by introducing cultural anecdotes and historical narratives linked to red to
reinforce the students' grasp of the color's cultural depth. The session will culminate
with exploring idioms containing the color term 'red,' thus deepening comprehension
of their meanings and exploring the divergences and parallels in the cultural
significance of colors across Chinese culture and the student's native cultural contexts.
The objective is to empower students to integrate this enriched knowledge into real-
world contexts.

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A Sample of Class Design

Teaching Objectives Instructional Content & Activity Duration

Examination of Using powerpoint, slido or nearpod to spark the students'
students’ intercultural interests and invite them to share their perceptions of the
understanding of the color red. This discussion will help connect their personal
color “red” experiences to the broader cultural narratives we intend to
explore.

Possible Prompts:
1. What emotions or sentiments do you associate with the
color red?
2. What images or items do the color red bring to mind for
you? 5 mins

Introduction of To convey the subtle distinction between 'red' and

Differnt Names for 'vermilion' as used in ancient times, students will be shown
the Color “Red” in the nuanced differences through the use of red and
Chinese Antiquity vermilion colored pencils. 5 mins

Textual Reading 1.Present handouts containing comprehension questions to

Comprehension and assess students' understanding of cultural meanings within
“Red” Vocabulary the text.
Introduction
2.Introduce new vocabulary. Encourage students to refer to
the vocabulary list provided for unfamiliar words and
verify their understanding through targeted vocabulary
questions.

3. Use powerpoint Learning Chinese Idioms Through the

Color Red to demonstrate elements related to the color red
in Chinese culture using visual aids, such as images of
Chinese palaces, red envelopes used in celebrations, red
couplets, red lanterns, and the character for ‘fortune' on red
paper…etc. Ask students to share whether they have
encountered these items in Taiwan.

Possible Prompts:
1. What are the common emotional associations with the
color red?
2. Why do the Chinese favor the color red?
3. When do the Chinese typically use red? 10 mins

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Red Idioms Idiom #1 “yí pào ér hóng”一炮而紅 (instant fame)
Introduction 1. Invite the students to think about the meanings of the
individual characters within the idiom.
2. For a thorough comprehension, elucidate the idiom not
just through direct explanation but also through
illustrative diagrams that intuitively capture the idiom's
essence.
3. Cite universally recognized instances of instant acclaim,
such as J.K. Rowling and Robert Downey Jr., which are
likely to resonate with students. To broaden their
perspectives, give Taiwanese examples. Encourage
students to brainstorm other examples of "instant fame"
and engage in dialogue with peers.

Idiom #2 “hóng yán bó mìng” 紅顏薄命 (beauty with a

tragic fate)
1. Without disclosing the meaning", ask the students to
infer or guess the meaning.
2. Share the traditional story of the Four Great Beauties of
China: Xi Shi, Wang Zhaojun, Diaochan, and Yang
Guifei, and narrate their tragic fates.
3. Given the intricacies of Chinese phrasing, prepare
multiple-choice questions to assist in their deduction:
What could "hóng yán" signify? Red pigment? Shyness?
4. Have a discussion with the students on cultrual beliefs
vs superstition: Do you agree that the fate of a beautiful
woman is to be tragic?
25 mins

Reflective Learning Encourage students to recall an idiom they learned in class

& Assessment and prepare for the following class discussion by writing
down how their learning is connected to their past
knowledge and experience.

Possible topics for discussion:

1. What cultural significance does the color red hold in
your homeland?
2. What vocabulary related to the color red exists in your
native language?
3. How is “red” being represented the same or differently
in your culture? Give examples of how it is used in your
language. 5 mins

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References

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