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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| 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 |
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| Thư viện lưu trữ: | Thư viện Trường Đại học Đà Lạt |
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oai:scholar.dlu.edu.vn:123456789-2044 |
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oai:scholar.dlu.edu.vn:123456789-20442023-12-13T04:25:19Z A REVIEW OF COGNITIVE LINGUISTIC APPROACHES TO TEACHING VOCABULARY TO EFL LEARNERS Tran Tin Nghi Nguyễn, Tất Thắng Nguyễn, Thị Hải Yến cognitive linguistics, vocabulary teaching, categorization, prototype, metaphor, metonymy 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. 2022 38 11-17 2023-04-25T04:08:58Z 2023-04-25T04:08:58Z 2022-12 Journal article Bài báo đăng trên tạp chí trong nước (có ISSN), bao gồm book chapter https://scholar.dlu.edu.vn/handle/123456789/2044 en TC KHOA HỌC NGOẠI NGỮ QUÂN SỰ 2525 -2232 |
| institution |
Thư viện Trường Đại học Đà Lạt |
| collection |
Thư viện số |
| language |
English |
| topic |
cognitive linguistics, vocabulary teaching, categorization, prototype, metaphor, metonymy |
| spellingShingle |
cognitive linguistics, vocabulary teaching, categorization, prototype, metaphor, metonymy Tran Tin Nghi Nguyễn, Tất Thắng Nguyễn, Thị Hải Yến A REVIEW OF COGNITIVE LINGUISTIC APPROACHES TO TEACHING VOCABULARY TO EFL LEARNERS |
| description |
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. |
| format |
Journal article |
| author |
Tran Tin Nghi Nguyễn, Tất Thắng Nguyễn, Thị Hải Yến |
| author_facet |
Tran Tin Nghi Nguyễn, Tất Thắng Nguyễn, Thị Hải Yến |
| author_sort |
Tran Tin Nghi |
| title |
A REVIEW OF COGNITIVE LINGUISTIC APPROACHES TO TEACHING VOCABULARY TO EFL LEARNERS |
| title_short |
A REVIEW OF COGNITIVE LINGUISTIC APPROACHES TO TEACHING VOCABULARY TO EFL LEARNERS |
| title_full |
A REVIEW OF COGNITIVE LINGUISTIC APPROACHES TO TEACHING VOCABULARY TO EFL LEARNERS |
| title_fullStr |
A REVIEW OF COGNITIVE LINGUISTIC APPROACHES TO TEACHING VOCABULARY TO EFL LEARNERS |
| title_full_unstemmed |
A REVIEW OF COGNITIVE LINGUISTIC APPROACHES TO TEACHING VOCABULARY TO EFL LEARNERS |
| title_sort |
review of cognitive linguistic approaches to teaching vocabulary to efl learners |
| publishDate |
2023 |
| url |
https://scholar.dlu.edu.vn/handle/123456789/2044 |
| _version_ |
1785973027895246848 |