1887
Volume 3, Issue 2
  • ISSN 2213-8722
  • E-ISSN: 2213-8730
USD
Buy:$35.00 + Taxes

Abstract

The present pilot study compared the effects of cognitive and non-cognitive approaches on the development of Japanese learners’ knowledge about the different degrees of sureness attached to certain, probable, and possible items. The results showed that the cognitive approach group outperformed the non-cognitive approach and control groups in writing and comparison judgment tests, and that both the cognitive and non-cognitive approach groups performed better than the control group in the categorization judgment test. These results suggest that the cognitive approach with 3D image content through computers can promote L2 language learning because it may have made the target structures more salient and also enabled the participants to connect spatial concepts with different degrees of sureness attached to the certain, probable, and possible items, thereby facilitating deep processing of form-meaning pairings.

Loading

Article metrics loading...

/content/journals/10.1075/cogls.3.2.08tak
2017-02-13
2019-10-19
Loading full text...

Full text loading...

References

  1. Anthony, L
    (2014) AntConc 3.4.3. Waseda University.
    [Google Scholar]
  2. Armstrong, J
    (2012) Natural learning in higher education. In N. Seel (Ed.), Encyclopedia of the sciences of learning (pp. 2426–2433). Heidelberg: Springer.
    [Google Scholar]
  3. Berendi, M. , Csάbi, S. , & Kövecses, Z
    (2008) Using conceptual metaphors and metonymies in vocabulary teaching. In F. Boers & S. Lindstromberg (Eds.), Cognitive linguistic approaches to teaching vocabulary and phraseology (pp. 101–132). Berlin, New York: Mouton de Gruyter.
    [Google Scholar]
  4. Boers, F
    (2013) Cognitive linguistic approaches to teaching vocabulary: Assessment and integration. Language Teaching, 46(2), 208–224. doi: 10.1017/S0261444811000450
    https://doi.org/10.1017/S0261444811000450 [Google Scholar]
  5. Bybee, J
    (2010) Language, usage and cognition. Cambridge: Cambridge University. doi: 10.1017/CBO9780511750526
    https://doi.org/10.1017/CBO9780511750526 [Google Scholar]
  6. Csάbi, S
    (2004) A cognitive linguistic view of polysemy in English and its implication for teaching. In M. Achard & S. Niemeier (Eds.), Cognitive linguistics, second language acquisition and foreign language teaching (pp.233–256). Berlin, New York: Mouton de Gruyter. doi: 10.1515/9783110199857.233
    https://doi.org/10.1515/9783110199857.233 [Google Scholar]
  7. Gao, L. , & Meng, G
    (2010) A study on the effect of metaphor awareness raising on Chinese EFL learners’ vocabulary acquisition and retention. Canadian Social Sciences, 6(2), 110–124.
    [Google Scholar]
  8. Grady, J
    (1999) A typology of motivation for conceptual metaphor: Correlation vs. resemblance. In R. Gibbs & G. Steen (Eds.), Metaphor in cognitive linguistics (pp. 79–100). Amsterdam: John Benjamins. doi: 10.1075/cilt.175.06gra
    https://doi.org/10.1075/cilt.175.06gra [Google Scholar]
  9. Hyland, K
    (2000) Hedges, boosters and lexical invisibility: noticing modifiers in academic texts. Language Awareness, 9(4), 179–197. doi: 10.1080/09658410008667145
    https://doi.org/10.1080/09658410008667145 [Google Scholar]
  10. Hyland, K. , & Milton, J
    (1997) Qualification and certainty in L1 and L2 students’ writing. Journal of second language writing, 6(2), 183–205. doi: 10.1016/S1060‑3743(97)90033‑3
    https://doi.org/10.1016/S1060-3743(97)90033-3 [Google Scholar]
  11. Lakoff, G. , & Johnson, M
    (1999) Philosophy in the flesh. New York: Basic Books.
    [Google Scholar]
  12. Lakoff, G. & Johnson, M
    (2003) Metaphors we live by. Chicago: The University of Chicago Press. doi: 10.7208/chicago/9780226470993.001.0001
    https://doi.org/10.7208/chicago/9780226470993.001.0001 [Google Scholar]
  13. Kömür, S. , & Cimen, S
    (2009) Using conceptual metaphors in teaching idioms in a foreign language context. Soshal Bilimler Enstitüsü Dergisi (İLKE), 29, 205–222.
    [Google Scholar]
  14. Li, T.F
    (2009) Metaphor, image, and image schemas in second language pedagogy: The acquisition of metaphorical expressions, idioms, and proverbs by Chinese Learners of English. Koln: Lambert Academic.
    [Google Scholar]
  15. Ohori, T
    (2002) Cognitive linguistics. Tokyo: University of Tokyo Press.
    [Google Scholar]
  16. Ohori, T. , & Sen, B
    (2012) Metaphor as two-way synecdoche: A critical assessment. JELS, 30, 320–326.
    [Google Scholar]
  17. Rosch, E
    (1978) Principles of categorization. In E. Rosch & B. Lloyd (Eds.), Cognition and categorization (pp. 27–48). Hillsdale, NJ: Lawrence Erlbaum.
    [Google Scholar]
  18. Skoufaki, S
    (2008) Conceptual metaphoric meaning clues in two idiom presentation methods. In F. Boers & S. Lindstromberg (Eds.), Cognitive linguistic approaches to teaching vocabulary and phraseology (pp. 101–132). Berlin, New York: Mouton de Gruyter.
    [Google Scholar]
  19. Takimoto, M
    (2015) Assertions and lexical invisibility in EFL learners’ essays. Journal of Pragmatics, 89, 85–99. doi: 10.1016/j.pragma.2015.09.009
    https://doi.org/10.1016/j.pragma.2015.09.009 [Google Scholar]
  20. Tyler, A. , Mueller, C. , & Ho, V
    (2010) Applying cognitive linguistics to instructed L2 learning: The English modals. AILA Review, 23, 30–49. doi: 10.1075/aila.23.03tyl
    https://doi.org/10.1075/aila.23.03tyl [Google Scholar]
  21. (2012) Experiment #2: Comparing the efficacy of a CL-based approach with a traditional approach to teaching to, for and at . In A. Tyler , Cognitive linguistics and second language learning (pp.160–164). New York: Routledge.
    [Google Scholar]
  22. Yasuda, S
    (2010) Learning phrasal verbs through conceptual metaphors: A case of Japanese EFL learners. TESOL Quarterly, 44(2), 250–273. doi: 10.5054/tq.2010.219945
    https://doi.org/10.5054/tq.2010.219945 [Google Scholar]
  23. Weimer, M
    (2002) Learner-centered teaching: Five key changes to practice. San Francisco, CA: Jossey-Bass.
    [Google Scholar]
  24. Wright, G
    (2011) Student-centered learning in higher education. International Journal of Teaching and Learning in Higher Education, 23(3), 92–97.
    [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.1075/cogls.3.2.08tak
Loading
  • Article Type: Research Article
Keyword(s): awareness , certain , metaphor , possible and probable
This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error