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Collocation, ĐẢo NGỮ, Collocation2, Reading Tips
| ABSTRACT
The present study aimed to investigate the effects of applying cognitive linguistics (CL) to teaching the spatial and metaphorical senses of English prepositions above, among, at, behind, beside, between, in, in front of, on and under. It made attempts to apply the basic concepts in cognitive linguistics, including embodiment theory, image schema theory, conceptual metaphor theory and domain mapping theory. Also, the integrated text and picture comprehension (ITPC) model was applied to frame the class activities. A pretest-posttest between-group research design was adopted. The results of the pretest and pre-questionnaire were used to select student participants who were then divided into two different groups: cognitive group and traditional group. The findings revealed that the cognitive group (M=27.00) outperformed the traditional group (M=22.36) in the posttest in terms of both the spatial and metaphorical meanings. II The cognitive group participants also responded that they appreciated the CL-based teaching of the prepositions more than the pedagogical applications which their former teachers had previously applied in terms of both the spatial and metaphorical meanings. Six out of 25 cognitive members responded that the teacher should have added something fun to make the class more interested in the lesson. Most of the participants believed that CL-based teaching was appropriate and admitted that CL-based teaching had more positive effects on their knowledge of the spatial meanings than that of the metaphorical meanings. The findings suggest that future studies and practices in ELT which would like to apply cognitive linguistics in EFL (English as a foreign language) classroom could include songs or games in the post-teaching stage to make the class more interesting. Further research can also apply cognitive linguistics to teaching other prepositions in other contexts and employ a delayed posttest to measure the students’ retention of knowledge. |