Application of Cognitive Linguistics in Foreign Language Teaching

Author： Masahiro Takimoto ISBN： 978-4-7589-2281-4 First published： 2020 / 2 / 27 Price (in Japan only)： 5,600 yen (Tax Not Included) (204 pages)

Summary

The study published in this book is inspired by theoretical considerations in cognitive linguistics associated with the metaphorical ideas as well as by theories in cognitive science related to self-directed learning on computers, for developing Japanese learners’ knowledge of various degrees of certainty. It evaluates the relative effects of cognitive and non-cognitive approaches and of self- and teacher-directed approaches on computers. The cognitive approach involves concept projection, a process through which the participants understand an abstract concept, namely the degree of certainty, in terms of the spatial concept of distance, whereas the non-cognitive approach involves rote learning of a list of target expressions related to the degree of certainty. The main findings highlight evidence of usefulness of applying cognitive linguistics to the teaching of English and the author hopes that the findings offer useful suggestions to researchers and teachers as to the choice of cognitive linguistic methodological option as productive approaches in foreign language teaching.

Table of Contents

Chapter 1 Introduction
1.1 Statement of Problem
1.2 Research Questions and Hypotheses
1.3 Definition of Terms

Chapter 2 Literature Review: Boosters and Hedges in L1 and L2
2.1 Introduction
2.2 The Concept of Metadiscourse
2.3 Overview of the Concepts of Booster and Hedge
2.4 Studies in Boosters and Hedges in L1 Academic Writing
2.5 Studies in L1 and L2 Speakers’ Awareness of Boosters and Hedges
2.6 Conclusion

Chapter 3 Literature Review: Cognitive Linguistic Approach to Learning L2
3.1 Introduction
3.2 Cognitive Linguistics
3.3 Cognitive Semantics
3.4 Cognitive Grammar and the Usage-Based Thesis
3.5 Self-directed Learning from the Cognitive Perspective
3.6 Conclusion

Chapter 4 Methodology
4.1 Introduction
4.2 Collection of Native Speakers’ Baseline Data
4.3 The Pilot Study
4.4 The Present Study

Chapter 5 Results
5.1 Introduction
5.2 Reliability and Validity
5.3 Assumptions Underlying the Data Analysis
5.4 Descriptive Statistics and Results of MANOVA and ANOVA
5.5 Effects of Treatments
5.6 Frequencies of CERTAIN, PROBABLE, and POSSIBLE ITEMS
5.7 Written Retrospective Evaluation Questionnaire
5.8 Interview Analysis
5.9 Conclusion

Chapter 6 Discussion
6.1 Introduction
6.2 Description of Treatment Features
6.3 Description of Test Features
6.4 Key Findings of the Treatment Effects
6.5 Conclusion

Chapter 7 Conclusion
7.1 Introduction
7.2 Summary of the Main Findings
7.3 Pedagogical Implications
7.4 Limitations
7.5 Future Research