SEMANTICS OF LINGUAL NETWORKS IN AN EDUCATIONAL COMBINATORY THESAURUS

2019 ◽  
pp. 17-27
Author(s):  
S. Zhabotynska
Keyword(s):  
Language Learning ◽  
Cognitive Linguistics ◽  
Language Teaching ◽  
Foreign Languages ◽  
Teaching English ◽  
Cognitive Approach ◽  
Conceptual Structures ◽  
Conventional Teaching ◽  
Theoretical Conception ◽  
Teaching Grammar

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.

Teaching English on a linguocognitive basis: a phraseological aspect

2021 ◽  
pp. 35-45
Author(s):  
Sergei V. Motov
Keyword(s):  
Language Learning ◽  
Group Work ◽  
Cognitive Linguistics ◽  
English Language ◽  
Experimental Studies ◽  
Foreign Language Learning ◽  
Cognitive Mechanisms ◽  
Teaching English ◽  
Cognitive Approach ◽  
Idiomatic Expressions

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.

Peculiarities of foreign language teaching on a linguocognitive basis in modern educational reality (by the example of negation in English)

2021 ◽  
pp. 50-59
Author(s):  
Sergei V. Motov
Keyword(s):  
Foreign Language ◽  
Cognitive Linguistics ◽  
Language Teaching ◽  
Role Playing ◽  
Foreign Language Teaching ◽  
High Potential ◽  
Teaching English ◽  
Cognitive Approach ◽  
Role Playing Games ◽  
Key Aspects

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.

scholarly journals COGNITIVE LINGUISTICS IN SECOND LANGUAGE AQUISITION

2013 ◽  
pp. 76-83
Author(s):  
E. G. Beliaevskaya
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Cognitive Linguistics ◽  
Language Teaching ◽  
First Language ◽  
Conceptual Structures ◽  
Second Language Aquisition ◽  
Expression Characteristic ◽  
The Given

The paper sets out to prove that the influence of the learner’s first/second language on the acquisition and use of other languages may be minimized, and ultimately eliminated, if the process of language teaching and language learning centers on the conceptual structures underlying the semantics of language units. Such conceptual structures (the conceptual inner form) shaping the peculiarities of the mode of expression characteristic of the given language community determine the choice of words in the process of communication and word combinability; if applied in second language teaching and learning they help avoid subconscious translation from the learner’s first language into a second/third, thus bringing down the interfering effects.

scholarly journals Why can't we do it as teachers: English language teaching from the perspectives of secondary school teachers

2021 ◽  
Vol 11 (1) ◽  
pp. 63-84
Author(s):  
Sevim Maviş ◽  
Fevzi Dursun
Keyword(s):  
Language Learning ◽  
English Language ◽  
Secondary School Teachers ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Structured Interview ◽  
English Language Teaching ◽  
Teaching English ◽  
Black Sea Region ◽  
The Impact

The purpose of this study is to discover the issues in teaching English from the perspective of teachers. The qualitative method was employed in the study by using semi-structured interview forms to 19 teachers from a central Black Sea region province of Turkey. The teachers highlighted the impact of learning-teaching process, teacher training, teacher-stakeholder relationship and students during the study. According to the teachers, students' prejudices against foreign language learning, interest in the subject, awareness of the importance of language learning, speaking skills, participation in the lesson and the environment they take the courses affect the language learning process. Nevertheless, the reasons for the problems are a lot more complex than this. The students are also need to be supported by the education system, by the parents and by teachers in this process. For instance, the results shows that there is a need for activities that will make students more active, and more suitable environments and materials (i.e. books) are needed for English language teaching. Also, the teachers need to the support of parents, administrators, and the other teachers to become more efficient. This research once again reveals the importance of interrelation of all factors and stakeholders as well as students' willingness and thoughts in teaching English.

Application of Radial Categories to the Second Language Learning of Chinese Learners

2016 ◽  
Vol 6 (5) ◽  
pp. 972
Author(s):  
Xiaqing Li
Keyword(s):  
Second Language ◽  
Language Learning ◽  
20Th Century ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
Cognitive Linguistics ◽  
Language Teaching ◽  
Chinese Learners ◽  
Grammar Rules ◽  
Metaphor And Metonymy

As a relatively new discipline which raised in the 20th century Cognitive linguistics has gradually become the mainstream in the development of recent decades. In cognitive linguistics some major theories related with language teaching and learning are construal, categorization, encyclopedic knowledge, symbol, metaphor, and metonymy. In this paper being based on the theory of radial categories the author turns attention to second language learning to explore implications of performance of vocabulary, morphemes, grammar rules, phonology, and intonation in radial categories in the second language learning.

scholarly journals Cognitive grammar: marking new paths in foreign language teaching

2011 ◽  
Vol 19 (1) ◽  
pp. 111-127
Author(s):  
Reyes Llopis García
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Cognitive Linguistics ◽  
Language Teaching ◽  
Language Model ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Cognitive Grammar

This article analyzes the usefulness of cognitive grammar for teaching foreign languages, also because of a growing interest for this discipline in recent years. First the author exposes an overview of cognitive grammar, a language model framed in the cognitive linguistics. Although the concept exists since the late 1980s, its applications for second language acquisition is very recent. In the second part of the article the author explains basics of the cognitive grammar, as well as its most important concepts.

scholarly journals Playing "CABE" (Searching and Whispering) to Increase Children’s English Vocabulary

2019 ◽  
Vol 13 (1) ◽  
pp. 143-157
Author(s):  
Venny Eria Ndraha ◽  
Mozes Kurniawan
Keyword(s):  
New York ◽  
Action Research ◽  
Language Learning ◽  
Mobile Learning ◽  
Universal Grammar ◽  
Kindergarten Children ◽  
Teaching English ◽  
Materials Development ◽  
Teaching Grammar ◽  
Esl Curriculum

This study aims to increase children English vocabulary aged 5-6 years old by playing CABE or searching and whispering. This research is classroom action research that was conducted in Marsudirini Sang Timur Kindergarten, Salatiga. The Subjects of the study were 20 B1 kindergarten children.  Data was collected by teaching English vocabulary by playing CABE in some cycles which includes four stages in the form of cycles, there are (1) planning; (2) implementation; (3) observation; and (4) reflection.  Research instruments used in this research was in sheets observation checklist.  The results of a percentage of pre-cycle was 13 %, cycle I was 31 % in first meeting and was 66 % in the second meeting, cycle II was 75 % performed in only one meeting. There is an improvement in pre-action and any action on each meeting until it reaches 75 %. Keywords: Early childhood, English vocabulary, “CABE” method, Learning English References Bawono, Y. (2017). Kemampuan berbahasa pada anak prasekolah : Sebuah kajian pustaka. Prosiding Temu Ilmiah X Ikatan Psikologi Perkembangan Indonesia. Chamot, A. U. (1987). Toward a Functional ESL Curriculum in the Elementary School, in Long, Michael H. & Richards, Jack C. (eds.) Methodology in TESOL. New York: Newburry House Publishers. Fromkin, V., Rodman, R., & H., & N. (1990). An Intoduction to Language. New York, NY: Avon Books. İlin, G., Kutlu, Ö., & Kutluay, A. (2013). An Action Research: Using Videos for Teaching Grammar in an ESP Class. Procedia - Social and Behavioral Sciences. https://doi.org/https://doi.org/10.1016/j.sbspro.2013.01.065 Imam, I. (2016). Meningkatkan Kemampuan Menyimak Siswa Kelas I Melalui Teknik Permainan Pesan Berantai Pada Pembalajaran Bahasa Indonesia. PEDAGOGIA: Jurnal Pendidikan. https://doi.org/https://doi.org/10.21070/pedagogia.v3i2.62 Khairani, A. I. (2016). Pendidikan Bahasa Inggris Untuk Anak Usia Dini. Digilib.Unimed.Ac.Id. Kurniawan, M., & Tanone, R. (2016). Mobile learning in TESOL: A golden bridge for enhancement of grammar awareness and vocabulary mastery? Asian EFL Journal. Kurniawan, M., & Tanone, R. (2016). Mobile learning in TESOL: A golden bridge for enhancement of grammar awareness and vocabulary mastery? Asian EFL Journal. Matondang, E. M. (2005). Menumbuhkan Minat Belajar Bahasa Inggris Anak Usia Dini melalui Lagu dan Gerak. Jakarta: Jurnal Pendidikan Penabur. Montessori, M. (1991). The discovery of the Child. New York: Ballatine Book. Muflihah, M. (2019). Pentingnya Peran BAhasa dalam Pendidikan Usia DIni (PAUD). ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal. https://doi.org/https://doi.org/10.21043/thufula.v2i2.4642 Mustafa, B. (2007). Pendidikan Anak Usia Dini. Musthafa, B. (2010). Teaching English to Young Learners in Indonesia : Essential Requirements. Educationist. Nugrahani, D., Egar, N., Sumardiyani, L., & Wardoyo, S. L. (2017). PENDIDIKAN ANAK USIA DINI BERBASIS LIFE SKILLS. E-DIMAS. https://doi.org/https://doi.org/10.26877/e-dimas.v2i1.102 Nurjanah, N, Dwiastuty, Nina, Susilawati, S. (2015). Mengenalkan Model Pengajaran Edutainment Mengajarkan Bahasa Inggris Pada Anak–Anak Usia Dini. Faktor. Jurnal Ilmiah Kependidikan. Nurmadiah, N. (2018). Strategi Pembelajaran Anak Usia Dini. Al-Afkar : Jurnal Keislaman & Peradaban. https://doi.org/https://doi.org/10.28944/afkar.v3i1.101 Nurvitasari, M. D. (2016). Penerapan Aspek Perkembangan Anak Usia Dini Dalam Media Macca (Balok Susun Interaktif). O’Grady, W. (2008). Innateness, universal grammar, and emergentism. Lingua. https://doi.org/https://doi.org/10.1016/j.lingua.2007.03.005 Santrock, J. (n.d.). Adolesence (Fifth Edit). New York, NY: McGrawHill Company Inc. Sophya, I. V. (2019). Desain Pembelajaran BAhasa Inggris untuk Pendidikan Anak Usia Dini. ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal. https://doi.org/https://doi.org/10.21043/thufula.v2i2.4639 Tomlinson, B. (2012). Materials development for language learning and languange teaching. https://doi.org/https://doi.org/10.1017/S0261444811000528 Vygotsky, L. S. (1986). Thought and Language. Cambridge, M.A.: The MIT Press Wiratno, T., & Santosa, R. (2003). Bahasa, Fungsi Bahasa, dan Konteks Sosial. Bahasa, Fungsi Bahasa, Dan Konteks Sosial Yamin, M. (2010). Panduan Pendidikan Anak Usia Dini. Jakarta: Gaung Persada Pers Zaini, A. (2015). Bermain sebagai metode pembelajaran bagi anak usia dini. ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal  

scholarly journals THE REFLECTIONS OF PRE-SERVICE EFL TEACHERS ON OVERCOMING FOREIGN LANGUAGE TEACHING ANXIETY (FLTA) DURING TEACHING PRACTICUM

2019 ◽  
pp. 389
Author(s):  
Dilek Tüfekçi Can
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Teaching English ◽  
Teaching Practicum ◽  
Efl Teachers ◽  
Teaching Anxiety

Whereas research on English as a Foreign Language Learning (EFLL) anxiety has been the focus of many researchers, English as a Foreign Language Teaching (EFLT) anxiety as a newly pop-up concept has gained lesser attention than EFLL. Moreover, the research on EFLL commonly focuses on the anxiety provoking factors. Yet again, there has been very limited research on how to overcome anxiety-provoking factors on both research areas. Accordingly, as this study was two of the three segments of a university-based project and the subject of anxiety-provoking factors was the issue of another study, the purpose of this study was firstly to explore how to overcome anxiety-provoking factors among pre-service EFL teachers while teaching English to young language learners at a real classroom setting as a part of teaching practicum. Secondly, this study also attempted to make a holistic classification rather than an atomistic one as it classified the findings of overcoming anxiety provoking factors into subtitles such as cognitive, affective, socio-cultural resolutions and some other official resolutions. In the study, 25 EFL pre-service teachers at Balikesir University were the sample group. The qualitative data was collected through background questionnaires, interviews and reflections. The study concluded that pre-service EFL teachers revealed their reflections on how to overcome anxiety-provoking factors as they experienced Foreign Language Teaching Anxiety (FLTA) whilst practicing teaching English to young language learners during teaching practicum courses. Some practical recommendations were given at the end of the study. 

scholarly journals Teachers’ Assumptions on Teaching English Grammar for Lower-secondary Level Students (A Case Study of Nepal)

2020 ◽  
Vol 8 (7) ◽  
pp. 31-41
Author(s):  
Ramesh Prasad Adhikary
Keyword(s):  
Language Teaching ◽  
Secondary Level ◽  
Teaching English ◽  
Student Centered ◽  
Secondary Sources ◽  
English Grammar ◽  
Verb Agreement ◽  
The Past ◽  
Teaching Grammar

Teaching grammar is one of the aspects of language teaching. From the past, different methods, like teaching from rules, teaching from examples, teaching through texts have been used to teach grammar in Nepal. So, this research was prepared to study the teachers’ assumption for teaching English grammar at lower secondary level in Nepal. The issue of teaching prepositions, articles, tense, tags, causative verbs and subject verb agreement are raised in this research. In this research, both the primary and secondary sources of data were used. Questionnaires were used to collect the data for the research. The result shows that most of the teachers use inductive ways to teach grammar lessons or they used student-centered techniques. It also concludes that the level of the learners, context and nature of the text also make the teachers to select the method for teaching.

The role of teacher and student in the task-based approach in teaching English

2020 ◽  
Vol 60 (11) ◽  
pp. 99-102
Author(s):  
Gunay Shakir Suleymanova ◽  
Keyword(s):  
Language Learning ◽  
Key Words ◽  
Teaching Methods ◽  
Language Teaching ◽  
Target Language ◽  
Teaching English ◽  
Language Teaching Methods

This article investigates the different opportunities of the task-based approach in teaching target language. In this article the recent works on the task-based approach are shown with its advantages and appearances in detail.The role of teacher and student in the task-based approach is especially researched by giving some examples. Key words: language teaching, methods, communicative methodology, task, task-based approach, language learning

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