The Infinitive or the Gerund? Cognitive Linguistics in Teaching English Post-verbal Complementation

Author(s):  
Agnieszka Kaleta
2019 ◽  
pp. 17-27
Author(s):  
S. Zhabotynska

A cognitive turn in contemporary methodologies of teaching foreign languages is primarily associated with employment of the brain / mind covert potential (memory capacities, emotional responses, particulars of the individual’s perceptions, etc.) in language learning. Meanwhile, the cognitive approach to language teaching takes little notice of such powerful tool as conceptual structures that underpin linguistic structures and, therefore, facilitate their understanding and acquisition. The nature of relations between linguistic and conceptual structures is focused on in Semantics of Lingual Networks (SLN) — a theoretical conception extended into the felds of applied cognitive linguistics, with lexicography and language teaching among them. This article demonstrates how SLN 18 ISSN 2311-2425 (Print) ISSN 2412-2491 (Online) Філологічні студії. Збірник наукових праць • Випуск 13, 2019 contributes to developing the Linguacon (Lat. Lingua + Conscientia) system of teaching English via application of conceptual schemas and conceptual ontologies. The paper proposes a brief discussion of the SLN issues, demonstrates their projection upon the Linguacon system, and describes the procedure of compiling a combinatory thesaurus which is the pivot of this system. In the Linguacon system, the combinatory thesaurus performs several functions: (1) it structures information within the topic of discussion, (2) it provides systematized sets of phrasal linguistic expressions necessary for this discussion, (3) it links teaching grammar to a thematically homogeneous vocabulary, (4) it changes the traditional “text → lexicon” vector of teaching a foreign language to the “lexicon → text” vector, when the lexicon (in its phrasal version least conspicuous in conventional teaching practices) is adopted for text production. An illustration is provided by the “SCHOOL” combinatory thesaurus. It exemplifes the data which are applied in the classroom to teach grammar and develop texts relevant for the discussed topic. Presumably, the described principles of compiling combinatory thesauri used in teaching English are applicable for compiling similar thesauri for teaching other foreign languages.


Author(s):  
Sergei V. Motov

Phraseological units are a significant element of English. Being culturally conditioned, these units reflect the peculiarities of conceptualization of reality by native speakers. We substantiate the possibility of teaching the phraseological level of English on a linguocognitive basis within the framework of the communicative-cognitive approach. The importance and prospects of the communicative-cognitive approach to teaching English in the current educational reality has been substantiated. We present experimental studies that prove the high potential of foreign language learning on a linguocognitive basis. Classifications of phraseological units in the English language, proposed both in the field of traditional linguistics and cognitive linguistics, are considered. The study connects idiomatic expressions with cognitive mechanisms such as conceptual metaphor and provides examples of conceptual metaphors in English in relation to respective idiomatic expressions. We describe successful experimental studies on teaching English phraseological units on a linguocognitive basis. The importance of group work in the study of English phraseological units is substantiated and an example of the distribution of roles during group work is provided. The study considers possible difficulties and peculiarities of teaching English phraseological units and suggests ways of overcoming them. The study substantiates the importance of using cognitive linguistics as a linguistic basis for teaching English based on the communicative-cognitive approach.


Author(s):  
Sergei V. Motov

We consider the peculiarities and prospects of modern methods of teaching English in their connection with the cognitive sciences. The key aspects of teaching English within the framework of the communicative-cognitive approach using cognitive linguistics as a linguistic basis are considered. The importance of the balance of the communicative and cognitive aspects of a foreign language lesson is substantiated while providing evidence in favor of the effectiveness of teaching a foreign language, which is of a communicative and cognitive nature. We provide examples of possible difficulties occurring while organizing foreign language teaching and suggest some ways to overcome those difficulties. The prospects for the development of communicative-oriented teaching of a foreign language are outlined. We provide evidence for high potential of foreign language teaching organized on a linguocognitive basis, in particular in a number of cases that are difficult for traditional approaches. By the example of negation in English, the effectiveness of teaching a foreign language on a linguocognitive basis is substantiated. We provide a classification of functional characteristics of negation from the standpoint of cognitive linguistics. It substantiates the potential of using role-playing games and sketches in the structure of a communicative-cognitive lesson, based on the principles of cognitive linguistics. We provide a set of examples of role-play games and sketches for teaching negation in English on a linguocognitive basis and provides evidence for their high potential in teaching the theoretical and practical aspects of English.


Author(s):  
Sergei Motov

The peculiarities of the modern educational process require new approaches to techniques and methods used in language teaching. One of the ways for optimization of lessons in fo- reign languages is aimed at integration of cognitive linguistics and its achievements into the struc-ture of such classes. The linguocognitive basis fits well into the communicative approach to teach-ing languages and allows for increased efficiency of education through using the principles and methods of cognitive science, which provides a means of explanation for a number of linguistic phenomena, including grammatical, the explanation of which is difficult within the traditional ap-proach to teaching. Certain aspects of English grammar, that are difficult to be taught, are being considered and the efficiency of methods of cognitive linguistics in their teaching is proven. We demonstrate the importance of considering cognitive metaphor as a mechanism that is crucial for teaching English prepositions and modal verbs. A number of practical researches, that have proven the high potential of classes, structured around linguocognitive basis, is provided. We also prove the possibility of integration of the methods of cognitive linguistics and the methods, developed within the traditional approach to language teaching. In conclusion we provide the arguments for the efficiency of teaching English grammar on linguocognitive basis.


2017 ◽  
Vol 5 (1) ◽  
pp. 87-114
Author(s):  
Regina Gutiérrez Pérez

AbstractThe CEFR encourages a more effective international communication. Given that effective communication in a L2 involves the ability to use metaphors, this figure becomes of prime importance to the teaching of languages. The present study applies a methodology for teaching English metaphors and idioms following the tenets of Cognitive Linguistics (CL). It argues the importance of “metaphoric competence”, and, by a conceptual metaphor awareness method, it advocates the usefulness of teaching metaphors and idioms and its explicit inclusion in a language syllabus aimed at increasing proficiency in L2. This conceptual basis for language is almost entirely unavailable to L2 learners in course books and reference materials. This paper reviews the scope of metaphor and metaphoric competence in the context of second-language teaching and learning, and provides some tips on how to teach metaphors and idioms effectively in a foreign language context. By analizing the systematicity and experiential basis of the expressions subject of study, it offers some pedagogical suggestions and teaching material that can facilitate the acquisition of idiomatic expressions by raising awareness of the conceptual metaphors that underlie them.


2008 ◽  
Author(s):  
Megan E. Strawsine ◽  
Lisa Y. Flores ◽  
Patton O. Garriott ◽  
Marlen Kanagui ◽  
Karina Ramos

2018 ◽  
Vol 8 (1) ◽  
pp. 84-99
Author(s):  
Eleonora Sasso

This paper takes as its starting point the conceptual metaphor ‘life is a journey’ as defined by Lakoff and Johnson (1980) in order to advance a new reading of William Michael Rossetti's Democratic Sonnets (1907). These political verses may be defined as cognitive-semantic poems, which attest to the centrality of travel in the creation of literary and artistic meaning. Rossetti's Democratic Sonnets is not only a political manifesto against tyranny and oppression, promoting the struggle for liberalism and democracy as embodied by historical figures such as Napoleon, Mazzini, Cavour, and Garibaldi; but it also reproduces Rossetti's real and imagined journeys throughout Europe in the late nineteenth century. This essay examines these references in light of the issues they raise, especially the poet as a traveller and the journey metaphor in poetry. But its central purpose is to re-read Democratic Sonnets as a cognitive map of Rossetti's mental picture of France and Italy. A cognitive map, first theorised by Edward Tolman in the 1940s, is a very personal representation of the environment that we all experience, serving to navigate unfamiliar territory, give direction, and recall information. In terms of cognitive linguistics, Rossetti is a figure whose path is determined by French and Italian landmarks (Paris, the island of St. Helena, the Alps, the Venice Lagoon, Mount Vesuvius, and so forth), which function as reference points for orientation and are tied to the historical events of the Italian Risorgimento. Through his sonnets, Rossetti attempts to build into his work the kind of poetic revolution and sense of history which may only be achieved through encounters with other cultures.


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