The paper attempts to analyse the semantic and syntactic idiosyncrasy of Chinese, compared to Slovenian, in order to assess the degree of languagespecifi city with regards to actions. Based on data obtained from an empirical study performed on Chinese native speakers at the Capital Normal University in Beijing, we try to show how language-specific syntactic features may affect semantic understanding of the uttered message. The main goal of the study is to draw attention to the need of a more conprehensive didactic approach
in the fi eld of teaching Chinese as a foreign language (TCFL) that would consider notions like the so-called “rich points” and “languaculture”, and would comply more with experiential approaches in language learning and theories established in intercultural studies.