Reexamining por and para in the Spanish foreign language intermediate classroom: A usage-based, cognitive linguistic approach

2018 ◽  
pp. 229-256
Keyword(s):  
Foreign Language ◽  
Cognitive Linguistic ◽  
Linguistic Approach

An Empirical Study of Chinese EFL Classroom Teaching: A Cognitive Linguistic Approach

2014 ◽  
Vol 37 (4) ◽  
Author(s):  
Youmei Gao ◽  
Yun Zhang
Keyword(s):  
Statistical Analysis ◽  
Empirical Study ◽  
Foreign Language ◽  
Classroom Teaching ◽  
Cognitive Approach ◽  
Efl Learners ◽  
Cognitive Linguistic ◽  
Linguistic Approach ◽  
Learning English

AbstractAn empirical study of Chinese EFL learners has been carried out in the authentic Chinese EFL classroom on the campus of Tianjin Foreign Studies University, with an aim to verify how and why the cognitive linguistic approach can facilitate L2 or FL learners in the process of learning English as a second or a foreign language. The statistical analysis of the data showed that the EC outperformed the CC both on lexical and grammatical proficiency and on their metaphorical and pragmatic or sociolinguist competence after the classroom treatment. The study has concluded that using CMs and IMs as the motivator and organizer in the process of learning English as a foreign language, the cognitive approach benefits L2 or FL learners with respect to comprehension and retention of memory.

Animation of grammar – Interplay of cognitive linguistics and multimedia learning: The example of German modal auxiliaries

2016 ◽  
Vol 4 (1) ◽  
pp. 135-152 ◽  
Author(s):  
Katsiaryna El-Bouz
Keyword(s):  
Empirical Study ◽  
Foreign Language ◽  
Cognitive Linguistics ◽  
Multimedia Learning ◽  
Point Of View ◽  
Cognitive Linguistic ◽  
Modal Auxiliaries ◽  
Linguistic Approach ◽  
Educational Aspect ◽  
Root Modality

Abstract This article explores German modal auxiliaries as a means of expressing root modality from a cognitive linguistic point of view. Special attention is paid to the educational aspect in the context of teaching German as a foreign language. The article presents an innovative didactic concept for German modal auxiliaries based on the cognitive linguistic approach and implemented through animations. The effectiveness of this concept was tested in an empirical study, the findings of which also presented and discussed in the article.

scholarly journals The Application of the Simulation Method in the in Foreign Language Teaching in Higher Education Institutions, the Cognitive Linguistic Approach

2021 ◽  
Vol 11 (4) ◽  
pp. 1
Author(s):  
Anastasiia Oleksandrivna Devos ◽  
Iryna Oleksiivna Torbenko ◽  
Tetiana Volodymyrivna Doroshenko ◽  
Viktoriia Volodymyrivna Revenko ◽  
Andrii Volodymyrovych Shuhaiev
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Statistical Significance ◽  
Simulation Method ◽  
Control Group ◽  
English Grammar ◽  
Cognitive Linguistic ◽  
Study Results ◽  
Linguistic Approach ◽  
Experimental Group

This article presents the results of the research aimed at proving the efficiency of using the simulation method in combination with the cognitive linguistic approach in teaching students a foreign language. The experimental group students studied the foreign (English) language course during the semester of the 2019-2020 academic year using simulations. The methodology consisted of the performance of roles by the students who actively interacted for the implementation of assigned tasks. Kravchenko's cognitive linguistic algorithm was used to develop the skills of English grammar. This allowed us to establish the similarities between the temporal forms of English and Ukrainian words in discourse. The efficiency was evaluated through the test, developed by the author based on the exercises from the book by Holitsynskyi. Diagnostics of the students' level of motivation to learn a foreign language using simulations and cognitive linguistic approach was performed with the help of the Self-Assessment Form Student test, described in the EU manual. The statistical significance of the study results was established using Pearson's χ2 test. The correlation between the factor and resultant characteristics was established using Tschuprow's contingency coefficient. This was revealed through the methodology of applying the cognitive linguistic approach regarding the training of the skills in choosing the tense forms of a verb in English and the method of simulations in the development of language competencies of the business foreign language. It was found that the proportion of experimental group students with a high and sufficient level of success in learning a foreign language doubled, exceeding the same indicator in the control group. The total number of students with very high, high and average levels of development of skills in choosing the tense forms of the verb in English increased by 36%.  The influence of the skills of choosing the tense forms of the verb on the development of the skills of using grammatical structures found in the process of the simulation was recorded. The results of the study can be applied in teaching students a foreign language in the institutions of higher and secondary education, as well as in the system of post-graduate education. The problems of individual students' passivity regarding their participation in simulations, failure to use a foreign language in group work require further research.   Received: 19 March 2021 / Accepted: 20 May 2021 / Published: 8 July 2021

scholarly journals TEACHING SERBIAN LEARNERS ENGLISH PHRASAL VERBS: THE TRADITIONAL APPROACH VS. THE COGNITIVE LINGUISTIC APPROACH

2018 ◽  
Vol 8 (8) ◽  
pp. 175
Author(s):  
Srđan M. Gajdoš
Keyword(s):  
Traditional Approach ◽  
Control Group ◽  
Cognitive Approach ◽  
Phrasal Verbs ◽  
Direct Translation ◽  
Cognitive Linguistic ◽  
Approach To Teaching ◽  
Linguistic Approach ◽  
Experimental Group ◽  
Better Than

This study examines the results obtained by using the traditional and the cognitive approach to teaching phrasal verbs. The control group was taught phrasal verbs using the traditional way i.e. by providing a direct translation into Serbian. In the experimental group the author presented the verbs by explaining the meanings of the very particles and the meanings they develop. Both groups were given a test immediately after they received input. They were also tested on the meanings of untaught phrasal verbs three weeks later. Utilising the cognitive approach helped the students learn the phrasal verbs more successfully. The students who knew various meanings of the particles were able to understand the meanings of the whole phrasal verbs better. The experimental group was able to predict the meanings of the untaught phrasal verbs in the delayed test better than the control group.

scholarly journals Parsing satirical humor: a model of cognitive-linguistic satire analysis / Raščlanjivanje satiričkog humora: primjer kognitivnolingvističke analize satire

2019 ◽  
pp. 231-253
Author(s):  
Adi Maslo
Keyword(s):  
General Theory ◽  
Visual Input ◽  
Fake News ◽  
The Daily Show ◽  
Daily Show ◽  
Cognitive Linguistic ◽  
Linguistic Approach

Even though not all satire needs to be funny, it is the humorous element that makes it amusing. This paper attempts at explaining the humorous element along with the inner working of satire from a Cognitive Linguistic viewpoint. This paper proposes an integrated Cognitive-Linguistic approach to verbal and visual satire, and the humor ensuing therefrom. By employing Blending Theory and General Theory of Verbal Humor (GTVH), the aim is to structure a comprehensive ready-made model for future satire analysis. The present study analyses satire in the fake news TV format of Comedy Central’s The Daily Show, a highly potent resource of both verbal and visual type of satire and humor. The results of the study elicit three main features of the satirical discourse of the show – ridicule, visual input, and cultural reference. Besides having significance for satire research, the results of the paper also raise questions on the general understanding of language.

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