A REVIEW OF COGNITIVE LINGUISTIC APPROACHES TO TEACHING VOCABULARY TO EFL LEARNERS
The amount of learners’ vocabulary is the most important factor in detecting students’ proficiency, competence, and level of learners of English. Vocabulary teaching methods have been appealed to linguists, especially in the TESOL field. This paper aims to discuss three cognitive-linguistic princ...
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| Những tác giả chính: | , , |
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| Định dạng: | Journal article |
| Ngôn ngữ: | English |
| Được phát hành: |
2023
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| Những chủ đề: | |
| Truy cập trực tuyến: | https://scholar.dlu.edu.vn/handle/123456789/2044 |
| Các nhãn: |
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| Thư viện lưu trữ: | Thư viện Trường Đại học Đà Lạt |
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| Tóm tắt: | The amount of learners’ vocabulary is the most important factor in detecting students’ proficiency,
competence, and level of learners of English. Vocabulary teaching methods have been appealed
to linguists, especially in the TESOL field. This paper aims to discuss three cognitive-linguistic
principles in teaching vocabulary for EFL learners of English, namely the study of categorization,
prototype, and metaphor. The findings of this research provide light on how EFL learners deal with
particular figurative interpretations of lexical items whose core meanings they are familiar with and
may therefore help to the improvement of existing methods to vocabulary instruction in the early
English process. Categorization, Prototype, and Metaphor are used as guidelines to explore how
target language words or phrases acquired figurative meanings (i.e., to identify their polysemous
nature) and to facilitate not just their understanding, but also their learning of related phraseology.
The implications of these principles in the EFL learning environment, like the Vietnamese context,
are applicable and practical. |
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