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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:
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- There should be international and national conventions on introducing
how to apply cognitive linguistics
to teaching language elements,
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