By Boers, Frank
Studying the vocabulary of a overseas language is likely one of the so much daunting projects that language inexperienced persons face. The immensity of the duty is underscored by way of the realisation that it's not merely unmarried phrases but additionally a number of standardised words (idioms, collocations, etc.) that have to be received. there's hence a transparent desire for tutorial tools that support newbies take on this job, and but few proposals for vocabulary guideline have to date long gone past options for rote-learning and universal technique of selling of noticing. the reason is, vocabulary and phrasing have lengthy been assumed arbitrary. The volume? offers a long-overdue substitute by way of exploring and exploiting the presence of linguistic 'motivation' - or, systematic non-arbitrariness - within the lexicon. the 1st 1/2 the amount reviews plentiful empirical facts of the pedagogical effectiveness of offering vocabulary to beginners as non-arbitrary. the information suggested point out that the proposed educational equipment can profit whilst either the character of the objective lexis and the fundamental cognitive orientations of specific freshmen are taken under consideration. the 1st 1/2 the ebook more often than not objectives lexis that has already attracted a good volume of cognizance from Cognitive Linguists some time past (e.g. phrasal verbs and figurative idioms). the second one part broadens the scope significantly via revealing the non-arbitrariness of various different lexical styles, together with collocations and notice partnerships in general. this can be accomplished via recognising a few long-neglected dimensions of linguistic motivation - etymological and phonological motivation, particularly. Concrete feedback are made for placing the non-arbitrary nature of phrases and words to reliable use in urged language learning.? The volume? is accordingly of curiosity not just to utilized linguists and researchers in Seco
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Extra info for Cognitive Linguistic Approaches to Teaching Vocabulary and Phraseology (Applications of Cognitive Linguistics)
Moreover, although these students had been given only this core spatial sense of beyond, they significantly outperformed their peers who had been given access to complete dictionary definitions including explanations of the figurative senses. Kövecses and Szabó (1996, revisited in Kövecses 2001) focused on English phrasal verbs with up and down. In the experimental condition, 15 Hungarian students were asked to study ten phrasal verbs and accompanying CL explanations designed to raise the students’ awareness of the CMs that underlie the phrasal verbs at issue (MORE IS UP, HAPPY IS UP, etc).
Other questions pertain to the scope of applicability of CL pedagogy, and of the strategy of focusing on linguistic motivation, in particular: – The experimental studies surveyed above were carried out with young adults. Can CL pedagogy successfully cater for learners outside that bracket – children for example? g. g. idioms). Can CL pedagogy successfully embrace segments of vocabulary and phraseology beyond those? – So far, CL has proved to be quite successful at revealing meaningmeaning connections (as in polysemy) which lend themselves well to semantic elaboration in teaching contexts.
It follows that we also need to explore potential pathways for structural elaboration. This will be done in the chapter by Frank Boers and Seth Lindstromberg, who present evidence of phonological motivations for lexical selection in phraseology and for frozen word order. The chapter also illustrates the need to find a delicate balance between (1) the inclination on the part of (applied) linguists to accurately explicate their understanding of language and (2) the desire of students to get explanations that will further their language learning.