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Collocation, ĐẢo NGỮ, Collocation2, Reading Tips
- Điều hướng trang này:
- 1.2 Research Aims
- 1.3 Research Questions
- 1.4 Research Scope
| CHAPTER 1: INTRODUCTION
1.1 Rationale English prepositions expose some difficulties to EFL students (Fang, 2000) owing to their inherent characteristics and regular practice of teaching this word class (Alonso, Cadierno & Jarvis, 2016). It has been argued in contemporary literature that the frequently applied options for teaching prepositions cannot help integrate new input with learners’ existing knowledge in order to form a related cognitive structure (Cho, 2010). The emergence of cognitive linguistics (CL) gives implications for English language teaching and learning as its foundation is based on how humans acquire and learn language. Regarding prepositions, CL proposes the use of image schema theory and domain mapping theory in explaining the semantics of prepositions as it can help learners form a cognitive structure of prepositional senses (Evans & Green, 2006). 1.2 Research Aims The primary purpose of this quasi-experimental study is to explore the effects of applying cognitive linguistics to teaching the spatial and metaphorical meanings of English prepositions above, among, at, behind, beside, between, in, in front of, on, and under. Also, it aims to explore Vietnamese students’ opinions of preposition teaching based on cognitive linguistics (CL) or how they appreciate the treatment based on cognitive linguistic concepts. 1.3 Research Questions 1. What are the effects of CL-based teaching on Vietnamese EFL college students’ knowledge of the spatial and metaphorical meanings of English prepositions? 2 2. How do Vietnamese EFL college students evaluate the effects of CL- based teaching of English prepositions? 1.4 Research Scope This study did not attempt to teach all English prepositions, but it took a CL approach to the teaching of the ten prepositions above, among, at, behind, beside, between, in, in front of, on, and under in the spatial domain and abstract domain to Vietnamese EFL students. These ten prepositions were chosen as a result of their high level of frequency and difficulty (Lindstromberg, 2010). tải về 2.02 Mb. Chia sẻ với bạn bè của bạn:
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