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 So How Do English Language Learners Use "So"?

2018 ◽  
Vol 21 (1) ◽  
pp. 94-122
Author(s):  
Jessica Lim
Keyword(s):  
English Language Learners ◽  
Present Article ◽  
Language Learners ◽  
English Language Learner ◽  
English Language ◽  
Limited Range ◽  
Language Learner ◽  
Discourse Marker ◽  
Range Of Functions ◽  
English Dominant

The present article compares the use of the discourse marker so between English-dominant speakers and English language learners through an analysis of 20 one-on-one audio-recorded sessions with 10 English-dominant speakers and 10 English language learners. While employment of the discourse marker by both speaker groups was found to be discrepant, one prominent difference was discovered in the English language learner data. Move so, one of so’s six discursive functions, was produced with a higher frequency by the English language learners. The findings of the study indicate that while the learner group demonstrated a limited range of functions, as did English language learners in prior studies, they also had an overall lower rate of frequency compared to the English-dominant speakers.

scholarly journals Mentoring Secondary Novice Teachers to Develop Academic Language of English Language Learners

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Susan O'Hara ◽  
Joanne Bookmyer ◽  
Robert Pritchard ◽  
Robin Martin
Keyword(s):  
English Language Learners ◽  
Language Development ◽  
Novice Teachers ◽  
Language Learners ◽  
New Teachers ◽  
English Language ◽  
Academic Language ◽  
Practical Knowledge ◽  
Instructional Methods ◽  
Language Instruction

This exploratory, qualitative study examines the foundational knowledge and instructional methods needed for academic language teaching of English language learners (ELLs). It also examines how mentoring practices can build secondary content-based novice teachers’ instructional capacity in this area. The study uses synthesized data from two independent studies to contextualize findings on essential instructional practices within the process of mentoring new teachers. Three themes emerged: novices need the foundational, theoretical and practical knowledge underlying essential practices for academic language development; essential practices must be articulated in detail for enactment by teachers; and balancing explicit and immersive academic language instruction is a major paradigm shift for novices. Implications for mentor and teacher professional development are discussed, as mentors are key to supporting the uptake of dynamic instructional methods needed to enact essential practices. While mentoring is a common strategy for supporting new teachers, few models exist for how mentors can support new teachers with building the academic language development of ELLs. Further, few studies examine mentoring exchanges that can promote teachers’ understanding and practices to support ELL students’ academic language development. Limitations of the study include sample size and use of varied respondent data sets.

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.

Vague words in Law in Order: Special Victims Unit

2014 ◽  
Vol 7 ◽  
pp. 112
Author(s):  
Jonnathas Vieira ◽  
Paula Lança
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Language Use ◽  
Real Life ◽  
Law And Order ◽  
Real Language ◽  
Tv Shows ◽  
Vague Language ◽  
Tv Show

TV series have been a source of input for English language learners, especially the ones interested in real language use. There are studies that show how close to real life some TV shows are (ORFANO, 2010). For this study a corpus of a TV series - Law and Order: Special Victims Unit (SVU) - was compiled. This corpus is composed of 6 episodes (44.400 words). The analysis considered that every Law and Order episode carries investigation and court scenes. The main point of this investigation is to analyze the use of vague words such as any, anything, anyone, anybody, anyway, and anywhere in the TV show. An analysis of the episodes showed that these words occurred 139 times with a frequency distribution that varied in the investigation and court scenes. The results may reveal that more formal contexts, represented in the TV series by the court scenes, do not favor the use of vague language. In such argumentative contexts speakers tend to be more precise.

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.

scholarly journals An Analysis of Stative Verbs Used with the Progressive Aspect in Corpus-informed Textbooks

2017 ◽  
Vol 11 (1) ◽  
pp. 120
Author(s):  
Serap Atasever Belli
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Text Analysis ◽  
English Language ◽  
Language Use ◽  
Analysis Program ◽  
Progressive Aspect

This study was designed to investigate whether contemporary corpus-informed grammar textbooks written for English language learners and teachers presented the progressive use of stative verbs and if yes, which stative verbs were presented to occur with the progressive aspect and for which functions they took this aspect. A corpus of six electronic copies of corpus-informed textbooks was compiled and analyzed via AntConc. 3.2.4 text analysis program to identify types and functions of stative verbs and calculate their occurrences. Overall, textbooks differed in their treatment of the progressive use of stative verbs and inclusion of the variety and numbers of types and functions. One remarkable finding was that the stative verbs taking the progressive aspect in all textbooks were found to be associated with emotions (i.e. love) whereas those not allowing progressive use were related to cognition (i.e. know). Another remarkable finding was that the textbooks which presented the highest numbers of stative verb types provided the most diverse functions whereas the textbooks which included the least numbers of stative verbs provided one or no function. Findings are hoped to raise awareness among textbook writers in making use of both the communicative messages motivated by the progressive use of stative verbs and the frequency and saliency information based on the corpus of present-day English to help learners grasp the changes in the language use.

scholarly journals A Review of the Major Varieties of English Language

2019 ◽  
Vol 12 (2) ◽  
pp. 93 ◽  
Author(s):  
Ligang Han
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Regional Differences ◽  
English Language ◽  
Language Use ◽  
American English ◽  
British Isles ◽  
British English ◽  
The World ◽  
Different Parts

English is clarified as a Germanic language, and it began in what is now the British-Isles. After years of development, English language has many varieties in different parts of the world. Different varieties differ in accent, vocabulary, grammar, discourse, sociolinguistics, and have its respective characteristics in pronunciation, tone, intonation, spelling and so on. Therefore, it is important for English language learners to observe the differences in language use. The present paper is an attempt to explore the regional characteristics of the two most commonly used varieties of the English Language–British English and American English. It is concluded that there will be intercommunications which will make the regional differences mild and easily understood. However, some differences may disappear, the others will remain so.

Young Spanish-English Language Learners' Cognate Facilitation on Picture Naming

2016 ◽  
Vol 43 (Spring) ◽  
pp. 115-128 ◽  
Author(s):  
Lindsey Leacox ◽  
Carla Wood ◽  
Gretchen Sunderman ◽  
Christopher Schatschneider
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Picture Naming ◽  
English Language
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