Applying Cognitive Linguistics to Teaching Cognitive Grammar
By Fereshteh Yavar. 911069948
Abstract
This paper deals with the relation between cognitive linguistic theories of grammar and pedagogical grammar.
1. Introduction
Cognitive Linguistics (CL) is by nature cross-disciplinary and among the most obviously related fields are psychology, neurophysiology, computer science and general cognitive science.
In the last 30 years, a new paradigm in linguistics, CL, has revealed that much that has been supposed different and arbitrary under the traditional aspect of language is, actually, systematic. CL supplies a combined, accessible account of how many grammatical constructions and lexical items work, and how different uses of these forms are systematically related to one another. Because CL accepts a usage-based approach to language, it is aware of the contexts in which lexical items and grammatical constructions occur.
For the teacher, this approach has the potential to provide rich insights into the organization of motivation for the core and “extraordinary” uses related with features of grammar.
Cognitive English Grammar is not purposeful as an
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Nor have the sample descriptions been anything more than fragmentary. If we nevertheless suppose that CL concepts and descriptions are relevant for language instruction, a basic question remains to be addressed: Just who are they relevant to? The main possibilities are the student, the instructor, and those responsible for designing curricula or developing teaching materials. Assuming their validity, explicit awareness of CL notions would seem most clearly helpful for the latter. With effective materials and a sensible curriculum, an instructor with lesser awareness of CL insights can nonetheless still exploit them. And learner would hopefully benefit even if they are never exposed to Theoretical concepts or explicit
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There are two fundamental principles in syntax. One refers to the fact that there are certain relationships between the words of a Noun Phrase, where one word, the head, controls the other words, the dependants. The head may have one or more dependants or may have no dependants at all. The second idea is related to phrases, groups of interrelated words that generally bring together heads and their
Understanding BICs and CALPs is important for many different reasons. First BICs and CALPs divides the understanding of language into two different categories, each with their own components and sets of importance. There are many different processes ones goes through to learn a new language, and Cummins believe these processes are the same no matter what language one is attempting to speak. ELL learners will go through a
The Communicative Language Teaching method, or CLT, is a product of the theory of communicated competence in language teaching. Communicative competence focuses on the ability of learners to comprehend and be comprehensible with a certain degree of fluency. The advent of communicative competence signaled a change from the prevailing theory of linguistic competence which focused more on the form and structure of language. However, although CLT heavily focuses on communication with the belief that the purpose of language is the ability to use it, it does not do this to the exclusion of the form and function. In CLT, grammar and vocabulary are learned as a result of the communication rather than through direct instruction.
Linguistics has impacted cognitive psychology as the quest to understand language acquisition and the structure of language itself is undertaken. Linguistics is a complex and multifaceted; it includes language structural patterns and language development (Barsalou, 2005). The process of language development is complicated and dense, as the study of language is examined; the role of cognition is inherently examined and analyzed. Sternberg (2006) also explores language as an innate process and presents the idea that humans are born ready for language as a biological and cognitive process.
The Lexical Approach is based on the idea that language is made up of other structural elements besides what we traditionally think of as grammar. Instruction focuses on relatively fixed expressions that occur frequently in spoken language rather than on originally created sentences (Lewis, 1997a). This digest provides an overview of the methodological foundations underlying the lexical approach and the pedagogical implications. The lexical approach to foreign language teaching has received interest in recent years as an alternative to grammar-based approaches. The lexical approach concentrates on developing learners' proficiency with lexis, or words and word combinations. It is based on the idea that an important part of language acquisition is the ability to comprehend and
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Therefore, the role of discourse must be taken into account for comprehending lexical chunks. The study of language beyond the level of sentence refers to discourse analysis (Yule, 2006). Any discourse is heavily based on formulaic sequences and recurrent word combinations (Schmitt, 2004). Erman and Warren (2000) reported that 58.3% of spoken register and 52.3% of written register employ different sorts of word combinations. Learning how to use fixed phrases helps students learn the conventions of a particular discipline (Cortes, 2004). Consequently, Hyland (2009) posits that specificity is a significant factor in discourse analysis especially in the last twenty years. Each discipline has its own specific communicative conventions to look at the world (Hyland &Hamp-Lyons, 2002). Functional and cognitive linguistics together with usage-based theories of language believe that constructions are the fundamental units of language representation which are conventionalized in the speech community and established as language knowledge in the user’s mind (Goldberg, 2006; Langacker, 1987; Tomasello, 2003).For instance, Halliday's (1989) study showed that written register employs greater nominalization, impersonalization, and lexical diversity in contrast to spoken one. In the same way, Hyland and Tse (2007) in their research demonstrated that terminology differs across disciplines and the same words have
The linguists and teachers have interpreted CLT in different ways, because there is no single universal model of CLT. According to Littlewood, (1981, cited in Richard and Rodgers, 2015: 86) CLT pays systematic attention to the “functional as well as grammatical aspects of the language”. Wilkins (1972, cited in Richard and Rodgers, 2015:85) described ‘the system of meaning’ that serve the bases of communicative use of language, i.e. notional and functional categories. According to Hymes (1972, cited in Canale and Swain, 1980:1), it is competence ‘when to speak, when not, and as to what to talk about with whom, when, where, in what manner’. Thus the purpose of teaching is to develop communicative competence among the learners. Halliday (1970) also supports Hymes’ theory of communicative competence. In his theory of functions, Halliday, (1975, cited in Richard and Rodgers, 2015: 88) explains that communication competence is achieved by studying the ‘language in use’.
As previously mentioned CLIL is an umbrella term, put forward by Coyle in order to produce a cohesive apparatus for this type of language learning, and as such it unites many different educational theories and language-learning theories. Whilst CLIL as it is known has only come into the field recently, the educational theories upon which it is built predate it by some decades. For the purposes of this paper, these education theories will be grouped into constructivist theories and language-acquisition theories.
Although CLT remains the most dominant/effective approach to language teaching (Thompson, 1996), particularly in the absence of “serious successors or systematic challengers” (Andrewes, 2005, p. 5), it has been subject to a great deal of criticism by academics and practitioners.
The second language(L2) learners often struggle to identify possible grammars in their second languages. In particular, they fail to form a sentence with an appropriate functional morpheme (Lardiere, 1998; White, 2003). A functional morpheme refers to a morpheme which performs some kind of grammatical function, playing a role in lexical change. It consists of the function words in the language such as definite markers. The inflection of a definite marker, in other words, definiteness, distinguishes a nominal phrase (NP) between identifiable and non-identifiable. That is, whether or not, a referent is identifiable or previously introduced in the discourse. In addition to identifiability, definiteness is expected to incorporate other notion,
This essay will focus on the subject of learning and teaching languages. More specifically it will deal with two different, but intrinsically related topics. The first topic investigates the deductive and the inductive approaches to teaching grammar, and the positive and negative aspects of them both. The deductive approach is the more teacher-centered approach, where the teacher explains rules and so forth to the students, while the inductive approach is more learner-centered and encourages the student to guess rules instead of being told by the teacher. The second topic examines how vocabulary can be taught and learned differently from the much used word list method, or glosmetoden.