Cognitive Linguistics–Inspired Empirical Study of Chinese EFL Teaching

Gao, Youmei

doi:10.4236/ce.2011.24050

Cited by 6 publications

(8 citation statements)

References 17 publications

(9 reference statements)

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“…A continuación, se procedió a seleccionar los conceptos centrales que conforman el marco cognitivo (Fillmore, 1985) del periodo histórico estudiado. Dichos conceptos son cruciales en el tratamiento del periodo histórico y, por ende, no se puede prescindir de ellos en la enseñanza de esta unidad educativa.…”

Section: Selección De Los Conceptosunclassified

La Selección terminológica referida al golpe y dictadura militar en textos escolares de historia durante el período 2002-2014

Fernández¹,

Fernández-Silva²

2018

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Resumen: Este artículo presenta un estudio sobre la terminología empleada para referirse al período histórico del Golpe y Dictadura Militar en los textos escolares de enseñanza media de historia de Chile. Los términos representan los conceptos especializados de una disciplina y reflejan la conceptualización particular de la realidad por parte de una determinada comunidad disciplinar en un contexto socio-temporal. Por ello, influyen en la manera en que el receptor accede al conocimiento. Este estudio tuvo por objetivo describir el punto de vista sobre el Golpe y la Dictadura Militar transmitido a través de la terminología en los manuales de historia chilenos, y determinar si esta ha evolucionado con el paso de los años. Para ello, se analizaron las variantes terminológicas de los conceptos principales que configuran el periodo histórico en la unidad didáctica sobre el tema en textos escolares de 2º y 3º Medio, licitados por el Mineduc entre el 2002 y 2014. Luego, a partir del análisis de la información conceptual reflejada en cada variante y el nivel de abstracción de la categoría seleccionada, se interpretó si las variantes reflejaban un punto de vista negativo, neutro o positivo del concepto. Los resultados demostraron que las denominaciones son relativamente estables a lo largo de los años y transmiten puntos de vista mayormente neutros. Estos resultados contrastan con la perspectiva pluralista de los hechos que promulga el Mineduc en sus bases curriculares. Abstract: This article presents a study about the terminology used to refer to the Chilean military coup and dictatorship in high school History textbooks. Terms represent specialised concepts in a specific subject field and reflect the conceptualisation of reality of a given disciplinary community in a socio-temporal context. Term choice influences how readers access specialised knowledge. This study aimed at analysing the point of view about the military coup and dictatorship conveyed by term choice in Chilean history textbooks; and determine whether this point of view changed across time. For that purpose, the term variants referring to the main concepts of the historical period were analysed in a corpus of history textbooks distributed by the Chilean Ministry of Education between 2002 and 2014 to students in second and third year of secondary education. A semantic analysis was carried out, which took into account the conceptual information, the abstraction level of the categories and the point of view (positive, negative or neutral) reflected by term variants. Results showed that terminology remains quite stable throughout the years and convey mainly a neutral perspective about the historical events. These results are not coherent with the pluralist perspective recommended by the Ministry of Education in the curriculum guidelines.

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Section: Selección De Los Conceptosunclassified

La Selección terminológica referida al golpe y dictadura militar en textos escolares de historia durante el período 2002-2014

Fernández¹,

Fernández-Silva²

2018

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“…The theoretical contrivances from CL that have been applied to English teaching in the past studies are mainly divided into two groups, i.e., the conceptual metaphor group and the core meaning group. CL holds that metaphorization is a natural feature of language, and thus conceptual metaphor proposed by Lakoff and Johnson (1980) (e.g., HAPPY IS UP, SAD IS DOWN) or conceptual manipulations including metaphor or metonymy have been applied to explain the reasonableness of the collocation of words or the existence of some word formation (e.g., Azuma & Littlemore, 2010, Boers, 2000a, 2000bDeignan, Gabryś & Solska, 1997;Gao, 2011;Lazar, 1996;Yasuda, 2010;Zoltán & Szabó, 1996). The other group uses the core meaning or core schema 1) (e.g., Akamatsu, 2010aAkamatsu, , 2010bCho & Kawase, 2011, 2012Fujii, 2011Fujii, , 2016aFujii, , 2016bSato, 2015;Strong, 2013;Verspoor & Lowie, 2003;Wijaya, 2014).…”

Section: Literature Overviewmentioning

confidence: 99%

“…Thus the CL approach contains a cognitive view in its explanations and brings us a great deal of enlightment that is different from the traditional translation-based instruction (TBI), where learners memorize the meaning of words or phrases through translation in their mother language, generally in a piecemeal fashion. The research on CL approach has started to be accumulated both theoretically (e.g., Littlemore, 2009;Tanaka, Sato & Abe, 2006;Tyler, 2012) and empirically (e.g., Akamatsu, 2010aAkamatsu, , 2010bAzuma & Littlemore, 2010;Boers, 2000a;Cho & Kawase, 2011, 2012Fujii, 2011Fujii, , 2016aFujii, , 2016bGao, 2011;Imai, 2016;Morimoto & Loewen, 2007;Sato, 2015;Yasuda, 2010). These studies have shed light on its effectiveness and problems.…”

Section: Introductionmentioning

confidence: 99%

Effects of Learners’ English Proficiency Level in Learning English Prepositions through the Schema-Based Instruction

Fujii¹

2016

ELT

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The purpose of this paper is to compare the efficiency of the core schema-based instruction (SBI) in learning English prepositions between two groups that were placed depending on learners' level of English proficiency. The SBI in the present study refers to a way of teaching in which the schematic core meaning of a given lexical item is provided. This is essentially different from the translation-based instruction (TBI) in that the SBI, which takes cognitive linguistics (CL) as its theoretical basis, provides learners with a single abstract core meaning in vocabulary learning, whereas the TBI provides a list of several meanings and learners memorize it without a chance of paying attention to the semantic connection among its meanings. The efficiency of the SBI in comparison with the TBI has been investigated in the previous studies with high expectation, but not all of them have shown its significant achievement over the TBI. For this reason, several researchers have pointed out that the effects of the SBI may be influenced by learners' English proficiency level (e.g., Cho, 2016;Imai, 2016). However, this issue has not been fully explored empirically. The participants of this study, 41 students at a technical college in Japan, learned the six English prepositions (at, in, on, to, for, with) in accordance with the SBI. Then the participants were divided into two groups depending on the results of their TOEIC Bridge scores that they took about one month before this study. In order to assess the difference in efficiency between the two groups, pre-and post-tests targeting the six prepositions were used. The results of the pre-and post-test scores and t-tests suggested that the SBI worked more effectively for the learners with higher English proficiency than the ones with lower English proficiency.

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“…As a result, they failed to mention different learning effects of different vocabulary items (Sato, 2016a). The present study draws on cognitive linguistics (CL) as a rationale for the use of visual aids to facilitate L2 learning and has developed visual aids based on a CL framework Boers, Warren, Grimshaw & Siyanova-Chanturia, 2017;Gao, 2011). According to dual coding theory, which underpins CL-based pedagogies, the combination of verbal and visual input serves as a trigger to create mental imagery and improve understanding of word meanings.…”

Section: Introductionmentioning

confidence: 98%

The role of individual factors in L2 vocabulary learning with cognitive-linguistics-based static and dynamic visual aids

Sato¹,

Lai²,

Burden³

2021

ReCALL

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The present study aims to verify the impact of dynamic aids on learning L2 prepositions in relation to individual learner variables. Situated within the cognitive linguistics (CL) framework and differing from previous research, the present study hypothesizes that dynamic (animated) aids are not equally effective for all learners; rather, their effectiveness differs according to learners’ first languages (L1s) (Chinese or Japanese) and information-processing styles (verbalizers or imagers). To verify this hypothesis, we utilized learning materials comprised of static and dynamic images for three English spatial prepositions (above, on, over). After conducting a Style of Processing questionnaire, we administered three cloze tests (pretest, posttest, and delayed posttest) of target words to Taiwanese and Japanese participants (N = 109), whose L1s differed in terms of their linguistic proximity to English. Although no significant differences were found between the treatment groups in tests for all participants, the results were differentiated by individual factors. In results of a two-way ANOVA, Taiwanese participants showed significantly greater improvement from the pretest to posttest than Japanese participants when the participants used dynamic images, whereas the Japanese group made more learning gains from the posttest to the delayed posttest test. Moreover, imagers obtained more benefits from the visual aids, whether static or dynamic, than verbalizers. Our findings indicate that CL-based visual aids are beneficial and that individual factors, especially learners’ L1, may produce different learning effects, especially in multimedia environments.

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Cognitive Linguistics–Inspired Empirical Study of Chinese EFL Teaching

Cited by 6 publications

References 17 publications

La Selección terminológica referida al golpe y dictadura militar en textos escolares de historia durante el período 2002-2014

La Selección terminológica referida al golpe y dictadura militar en textos escolares de historia durante el período 2002-2014

Effects of Learners’ English Proficiency Level in Learning English Prepositions through the Schema-Based Instruction

The role of individual factors in L2 vocabulary learning with cognitive-linguistics-based static and dynamic visual aids

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