Does Cognitive Linguistics have anything to offer English language learners in their efforts to master phrasal verbs?

2002 ◽  
Vol 137-138 ◽  
pp. 205-231 ◽  
Author(s):  
Nora Condon ◽  
Peter Kelly
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Cognitive Linguistics ◽  
English Language ◽  
The Other ◽  
Cognitive Approach ◽  
Phrasal Verbs ◽  
The Past ◽  
Difficult Area

Abstract Phrasal verbs are widely acknowledged as being a notoriously difficult area of language for learners of English. The tendency in the past has been to regard them as arbitrary items of language that must simply be learned by heart. As an alternative to the rote memorisation of random lists of phrasal verbs, the Collins COBUILD dictionary of phrasal verbs has set out its own approach. Yet another alternative can be found within the framework of cognitive linguistics. In this paper the two approaches are described and compared. We then set out and discuss the results of tests carried out with two groups of learners, where one group had used the Collins approach and the other a cognitive approach in order to learn phrasal verbs. The results point to the need for further research.

Working With Interpreters to Support Students Who Are English Language Learners

2016 ◽  
Vol 1 (16) ◽  
pp. 15-27 ◽  
Author(s):  
Henriette W. Langdon ◽  
Terry Irvine Saenz
Keyword(s):  
United States ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
First Language ◽  
The United States ◽  
The Other ◽  
Primary Language ◽  
Second Best ◽  
Support Students

The number of English Language Learners (ELL) is increasing in all regions of the United States. Although the majority (71%) speak Spanish as their first language, the other 29% may speak one of as many as 100 or more different languages. In spite of an increasing number of speech-language pathologists (SLPs) who can provide bilingual services, the likelihood of a match between a given student's primary language and an SLP's is rather minimal. The second best option is to work with a trained language interpreter in the student's language. However, very frequently, this interpreter may be bilingual but not trained to do the job.

scholarly journals The role of phrasal verbs in phraseology

2021 ◽  
Vol 2 (1) ◽  
pp. 20-24
Author(s):  
Adizova Munira
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Phrasal Verbs ◽  
Literary Works ◽  
Behavioural Patterns

The aim of this article is to supplement existing research on English phraseology and its use in literary works by exploring the behavioural patterns of phrasal verbs, which is a recognized challenge among English language learners. This article contrasts a number of phrasal verbs and highlights their active use among the language speakers. This work includes collocation of phrasal verbs, their semantic preference and sequence. Each idea is supported by a definition and fairly illustrated by examples

scholarly journals Applying Cognitive Linguistics to teaching English prepositions in the EFL classroom

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
David Wijaya ◽  
Gabriella Ong
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Cognitive Linguistics ◽  
English Language ◽  
Language Instruction ◽  
Long Term Effects ◽  
Rule Group ◽  
Post Test ◽  
Quasi Experimental ◽  
Pictorial Representations

This paper reports on a quasi-experimental study investigating the effect of cognitive linguistics-grounded instruction on learning the prepositions in, on, and at, which are known to pose tremendous difficulty to English language learners due to their language-specific features and polysemous nature. The participants (N = 44) were adolescent learners at a school in Indonesia. They were assigned into the cognitive group and the rule group. The cognitive group was presented with pictorial representations of the prepositions and cognitive tools used to motivate non-spatial uses, while the rule group was provided with rules. Participants’ performance on the three uses (i.e. spatial, temporal and abstract) was measured with pre-, post-, and delayed post-tests in a form of gap filling. The study yielded mixed results. The findings demonstrate that the cognitive group outperformed the rule group in the overall immediate and delayed post-tests. The cognitive group improved significantly in the immediate post-test; however, the positive effect did not last until the delayed post-test. On the other hand, the rule group gained a little in the immediate post-test, but the group’s performance decreased significantly in the delayed post-test. Although there was no indication of long-term effects of the cognitive instruction, the results still indicate a value of applying cognitive linguistics to teaching the prepositions, and thus lend support to the applicability of cognitive linguistic theory in second language instruction.

scholarly journals Pragmatic study: Iraqi EFL Learners' Performance in

2019 ◽  
Vol 58 (1) ◽  
pp. 55-66
Author(s):  
Haqi Ismaaeel Ghanim
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
The Other ◽  
Diagnostic Approach ◽  
Cognitive Level ◽  
Efl Learners ◽  
The Common ◽  
The One ◽  
Better Than

     The study deals with adverbial movements as one of the common methods in the origin of the English language on the one hand, and because it is problematic for learners of English language on the other hand. The study assumes that Iraqi learners face difficulties in using these adverbial. Their performance at the cognitive level is better than the productive level. The hypotheses were varied through the adoption of a diagnostic approach to ten questions. The research was carried out on a sample of 190 students from the English language learners. Where the answers to the topics were collected and analyzed to extract the results of the study: The results indicated that students do not have difficulty in using English. and the subjects’ responses have been collected and analyzed in order to draw the findings of this study

scholarly journals Hypertext versus Footnotes

2017 ◽  
Vol 47 (1) ◽  
pp. 81-115
Author(s):  
Miriam Eisenstein Ebsworth ◽  
Tommy McDonell ◽  
Anthony DeFazio ◽  
Chencen Cai
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Learners ◽  
English Language ◽  
The Other ◽  
Multiple Choice Questions ◽  
Focus Group Interviews ◽  
Additional Information ◽  
Significant Difference ◽  
Group Interviews

This study considers forty adolescent English Language Learners who read a passage online containing additional information available through either hypertext links or footnotes. Participants were attending a special high school for English learners at the time of the study. Two versions of the text were offered, one with hypertext and the other with footnotes, and participants were randomly assigned to the footnote or hypertext condition. Answers to multiple choice questions showed no significant difference between groups in recall of the reading under the two conditions, in contrast with an earlier study of learners in higher education settings whose recall of reading with hypertext was significantly lower than with footnotes. Learners’ ratings of perceived comprehensibility of the 2 texts was also not significantly different. Additional interpretive data came from focus group interviews involving all of the participants.

scholarly journals Effectiveness of Tutorials in Improving the Academic Performance of English Language Learners

2020 ◽  
Vol 2 (3) ◽  
pp. 141-152
Author(s):  
Danebeth Glomo-Narzoles ◽  
Donna Glomo-Palermo
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Writing Skills ◽  
Private University ◽  
The Other ◽  
Survey Questionnaire ◽  
Working Students ◽  
Video Tutorials ◽  
E Learning

This study aimed to identify the effectiveness of an academic intervention, tutorial classes in particular, as perceived by the students specifically in improving their performance in their English subjects. This study made use of the Tutorial Survey questionnaire adapted from Xixi Lu, et.al. (2003). The questionnaire was distributed to the students who attended English language tutorial classes in a private university. In order to substantiate the information gathered through the questionnaire, interviews were also conducted to selected participants.  Results revealed that majority of students who availed the English language tutorials were males. On the other hand, there were more working students who attended the tutorials than the non-working students. The students noted that the tutorial classes for their English subjects were very effective. They perceived the tutorial classes and the faculty tutors positively. Moreover, they were also very satisfied with the tutorial venue and time. The students do not have further recommendations to improve the university’s tutorial classes. The students also added that these tutorials have improved their listening, speaking, reading, and writing skills. For the other academic interventions, the students suggested to have peer tutoring, additional activities or enrichment materials through e-learning sites, and video tutorials for those English subjects with lab components.

scholarly journals Teachers’ Perspectives on Educational Research

2013 ◽  
Vol 23 (1) ◽  
Author(s):  
Karen Drill ◽  
Shazia Miller ◽  
Ellen Behrstock-Sherratt
Keyword(s):  
English Language Learners ◽  
Educational Research ◽  
Language Learners ◽  
English Language ◽  
Study Groups ◽  
Specific Content ◽  
The Past ◽  
Chicago Metropolitan Area ◽  
Research Findings ◽  
Teachers Perspectives

Based on two studies conducted in the Chicago metropolitan area in 2009 and 2010, we found that teachers do, in fact, use research, although they tend to seek it out under very specific conditions and circumstances. Namely, teachers tend to look to research in response to an immediate, pressing concern such as how to best teach fractions to English language learners (ELLs). Teachers also turn to research to address a specific content need, such as gathering information for an upcoming lesson. In terms of broader reviews of research, teachers sometimes review research they have used in the past, such as best practices for a particular topic or method. Finally, teachers may consult educational research when they participate in groups that use research findings to more broadly support their instructional practice (e.g., study groups, committees or courses on using research in the classroom).

scholarly journals Mastering language use and usage: repositions perceived according to cognitive linguistics

2017 ◽  
pp. 3-15 ◽  
Author(s):  
Sérgio Manuel Coelho Fernando ◽  
Alfrancio Ferreira Dias
Keyword(s):  
English Language Learners ◽  
Present Article ◽  
Language Learners ◽  
Cognitive Linguistics ◽  
English Language ◽  
Language Use ◽  
Instructional Methods ◽  
Scientific Output ◽  
To Come ◽  
Sheer Number

Mastering prepositions has often been difficult for English language learners as a consequence of their polysemous nature and the sheer number of them in the English language. Most of the evaluations of the scientific output of the English language learners have established that prepositional addition, omission, and substitution account for most of the syntactic errors. For this reason, it is important for tutors to come up with effective instructional methods, since prepositions present such an immense challenge for the English language learners. Teaching prepositions are difficult due to various reasons. The present article has as objective the approach on the application of Prepositions and how structure and meaning may be perceived according to cognitive linguistics, based on other articles / books that served as bibliographical research for the construction of some ideas.

scholarly journals School Investigation and Analysis

2019 ◽  
Vol 1 ◽  
pp. 118-128
Author(s):  
Hui Wang
Keyword(s):  
English Language Learners ◽  
Learning Environment ◽  
Language Learners ◽  
English Language ◽  
Funds Of Knowledge ◽  
Learning Motivation ◽  
The Other ◽  
Teaching Skills ◽  
Online Research ◽  
English Learning

This essay contends the introduction to Croft Middle School in Nashville based on online research and interviews. The author focuses more on the student population school-wide support for English Language Learners, and the learning environment. From the school visit, the author noticed the ESL classroom decoration was very creative and attractive, and it was also the valuable learning resources for English learning. Besides, the story books in the classroom were related to students’ funds of knowledge, which could raise students’ learning motivation. In addition, during the class observation, the author noticed some strengths and learned great teaching skills of Ms. Levy’s class. On the other hand, based on theories from previous researches and articles, the author also provided some recommendations in order to have students get more benefits in ESL classes.

scholarly journals English Language Learners, Labels, Purposes, Standard English, Whiteness, Deficit Views, and Unproblematic Framings: Toward Southern Decoloniality

2021 ◽  
Vol 16 (2) ◽  
Author(s):  
Chaka Chaka
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Skin Color ◽  
English Language ◽  
The Other ◽  
Standard English ◽  
Refugee Status ◽  
Language Abilities ◽  
Language Competence ◽  
Language Problems

This paper argues for revisiting ways in which English Language Learners (ELLs), and the learner labels attributed to them, are negatively, racially, and pathologically framed and constructed based on, putatively, their English language competence, or their lack of it. It contends that this framing tends to give rise to a raciolinguistic profiling of these learners, as they end up being classified by their race, pan-ethnicity, nationality, immigrant/refugee status, regionality, and at times, by their skin color, in addition to their language abilities. This raciolinguistic framing often engenders other framings such as White, deficit, and poverty framings, and sub-framings like an othering framing (e.g., the racial others and the linguistic others). These framings, together with the normative ways in which ELLs’ language problems are constructed, have been characterized in this paper as misframings. Additionally, employing southern decoloniality, the paper problematizes and critiques the way ELLs are constructed and labeled, and the appropriation of Standard English (SE) as the sole touchstone of acceptable English in the midst of the other varieties of SE and of pluriversal speakers of English. Finally, the paper calls for the provincialization/localization or the deparochialization of English in keeping with its southern decolonial approach.

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