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 Applying the cognitive linguistic view of metaphor on innovating the teaching of english for Vietnamese learners
Tác giả hoặc Nhóm tác giả: Trần thị Thùy Oanh
Nơi đăng: Proceeding of the 7th International Conference on Educational Reform 2014; Số: ISSN: 1906-0653;Từ->đến trang: 179 - 190;Năm: 2014
Lĩnh vực: Ngôn ngữ; Loại: Báo cáo; Thể loại: Quốc tế
TÓM TẮT
Cognitive Linguistics is a new approach to the study of language which views linguistic knowledge as part of general cognition and thinking; linguistic behavior is not separated from other general cognitive abilities which allow mental processes of reasoning, memory, attention or learning, but understood as an integral part of it. It emerged in the late seventies and early eighties, especially through the work of George Lakoff, one of the founders of Generative Semantics, and Ronald Langacker, also an ex-practitioner of Generative Linguistics. As a consequence, this new paradigm could be seen as a reaction against the dominant generative paradigm which pursues an autonomous view of language (Ruiz de Mendoza 1997). The knowledge and experience human beings have of the things and events that they know well, is transferred to those other objects and events with which they may not be so familiar, and even to abstract concepts. Lakoff and Johnson were among the first to pinpoint this conceptual potential, especially in the case of metaphors. Cognitive Linguistics, especially of metaphors has been studied by many scholars in the world. Most of the work has applied to English, but it has also been applied to the following languages: Basque, Spanish, Japanese, Polish… In Vietnam, yet this theory has not been applied much to Vietnamese. The paper here manifest what I would characterize as theoretical potentialities of the cognitive linguistic view of metaphor, approach and apply cognitive linguistic view of metaphor on innovating the teaching of English for Vietnamese learners so that teachers are able to approach the cognitive linguistic view of metaphor on teaching, especially on teaching translating skill as well as provide experiences to make learners apply it on understanding languages easily.
ABSTRACT
Cognitive Linguistics is a new approach to the study of language which views linguistic knowledge as part of general cognition and thinking; linguistic behavior is not separated from other general cognitive abilities which allow mental processes of reasoning, memory, attention or learning, but understood as an integral part of it. It emerged in the late seventies and early eighties, especially through the work of George Lakoff, one of the founders of Generative Semantics, and Ronald Langacker, also an ex-practitioner of Generative Linguistics. As a consequence, this new paradigm could be seen as a reaction against the dominant generative paradigm which pursues an autonomous view of language (Ruiz de Mendoza 1997). The knowledge and experience human beings have of the things and events that they know well, is transferred to those other objects and events with which they may not be so familiar, and even to abstract concepts. Lakoff and Johnson were among the first to pinpoint this conceptual potential, especially in the case of metaphors. Cognitive Linguistics, especially of metaphors has been studied by many scholars in the world. Most of the work has applied to English, but it has also been applied to the following languages: Basque, Spanish, Japanese, Polish… In Vietnam, yet this theory has not been applied much to Vietnamese. The paper here manifest what I would characterize as theoretical potentialities of the cognitive linguistic view of metaphor, approach and apply cognitive linguistic view of metaphor on innovating the teaching of English for Vietnamese learners so that teachers are able to approach the cognitive linguistic view of metaphor on teaching, especially on teaching translating skill as well as provide experiences to make learners apply it on understanding languages easily.
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