Teacher language awareness and cognitive linguistics (CL): building a CL-inspired perspective on teaching lexis in EFL student teachers
Teacher language awareness and cognitive linguistics (CL): building a CL-inspired perspective on teaching lexis in EFL student teachers
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教师语言意识和认知语言学 (CL)：在 EFL 实习教师的词汇教学中建立受 CL 启发的视角
DOI：
10.1080/09658416.2011.639891
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
Ralf Giessler
中科院分区：
文献类型：
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作者：
Ralf Giessler
最近有人建议，它可能是有用的语言教学实践者有一些认知语言学的知识。认知语言学为语言教学提供了工具，可以帮助语言教学者深入了解词汇的语义潜力，更详细地传达词块的意义，并在搭配方面具有更强的解释力。本研究旨在了解实习教师如何应对这一做法。介词和短语动词被选择来展示CL的概念对语言教学的适用性。在问卷调查和反思性写作任务的帮助下收集的自我报告数据表明，实习教师认识到CL启发的外语词汇教学方法的好处。作者认为，应用合作学习有助于提高教师的语言意识，并能拓宽词汇意识的范围。然而，实习教师需要在分析具体的语言样本的实践之前，他们能够创造机会，有见地的词汇学习的基础上，合作研究结果在课堂上。
It has been suggested recently that it may be useful for language teaching practitioners to have some knowledge of cognitive linguistics. Cognitive linguistics (CL) provides tools that may help the language-teaching practitioner to gain insight into the semantic potential of words and communicate the meaning of lexical chunks in greater detail and, with regard to collocations, with greater explanatory power. The present study sought to find out how student teachers respond to this approach. Prepositions and phrasal verbs have been chosen to demonstrate the applicability of concepts from CL to language pedagogy. Self-report data collected with the help of questionnaires and reflective writing tasks indicate that student teachers recognise benefits of a CL-inspired approach to foreign language vocabulary teaching. It is argued that applied CL can contribute to teachers’ language awareness (TLA) and that it can broaden the scope of lexical awareness. However, student teachers need practice in the analysis of concrete samples of language before they are able to create opportunities for insightful lexical learning on the basis of CL findings in the classroom.
注重形式：语言教学方法的设计特点
DOI：
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发表时间：
1991
期刊：
影响因子：
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作者：
Michael H. Long
通讯作者：
Michael H. Long