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participants explained that they did not see real matches between the
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Collocation, ĐẢo NGỮ, Collocation2, Reading Tips
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- 5.2. Implications
participants explained that they did not see real matches between the metaphorical meanings instructed and corresponding image schemas. Thirdly, in the interviews, most participants highly appreciated the treatment and believed that it should have been applied widely, especially to students at the beginning level. Finally, the negative comments from the cognitive members in the interviews were mostly about the interest of the class activities. Specifically, they expected the teacher to apply games and music to make the class atmosphere more relaxing and interesting. Overall, the participants’ responses to the questionnaire and in the interviews confirmed the experimental results. The experimental evidence shows the cognitive group members’ improvements were significant in terms of both the spatial and metaphorical meanings of the studied prepositions. What is more, those participants who gave negative comments in the interviews achieved lower scores in the posttest than those who gave positive comments. 5.2. Implications It is essential to look back at Langacker’s (2001) recommendation for applications of cognitive linguistics. Accordingly, the empirical results from applying cognitive linguistics in experimental studies in English language teaching may provide evidence for cognitive linguistics to pass the test of its 17 theory. From his perspective, the effectiveness of language instruction has become larger, which will make cognitive linguistics pass the test ultimately. However, applying cognitive linguistics to teaching English prepositions is not the best or unique. The study by Kemmerer (2005) suggested the possibility of teaching the spatial and metaphorical meanings of English prepositions independently as learners might score higher in one type of meanings, spatial or metaphorical. In other words, the transfer of prepositions from one domain to another was not always direct. It is very important to know that Kemmerer (2005) conducted series of experimental studies, but only two participants scored higher for the spatial meanings, and two other participants passed the test of metaphorical meanings but failed the test of the spatial meanings. As a conclusion, he did not cast doubt on the effectiveness of the applications of cognitive linguistics in English language teaching, but he made a pedagogical alternative conclusively. The results of the present study add empirical evidence of the effects of applying cognitive linguistics and give some implications for teaching and learning English prepositions effectively to students learning English as a foreign language. In addition, from these results, some issues related to classroom instruction are raised together with suggestions: For textbook writers and administrators: Textbook writers and administrators should update the current approaches in English language teaching, particularly the positive effects of applying cognitive linguistic concepts to teaching English prepositions in this study regarding the experimental results and students’ opinions in a context where English is used as a foreign language. The following are suggestions: 18 - There should be international and national conventions on introducing how to apply cognitive linguistics to teaching language elements, tải về 2.02 Mb. Chia sẻ với bạn bè của bạn:
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