Teaching Domain-Based Figurative Expressions

IF 0.5 Q3 LINGUISTICS

Language and Sociocultural Theory Pub Date : 2021-05-06 DOI:10.1558/LST.19040

Tianfang Wang, Yingliang He

引用次数: 0

Abstract

Cognitive Linguistics (CL) and Sociocultural Theory (SCT) complement each other in L2 pedagogy (Lantolf, 2006, 2011; Masuda & Arnett, 2015). In this study, we unite teaching materials informed by cross-linguistic CL studies and SCT pedagogy – namely, concept-based language instruction (C-BLI) – to teach two Chinese-speaking English-as-a-second-language learners figurative expressions in the MORALITY domain and the concept of conceptual metaphor using several SCOBAs (Schemas for Complete Orienting Basis of Action). We provide microgenetic analysis of two case studies, focusing on each participant’s process of internalization and their interaction with SCOBAs during the pre-test, two instructional sessions, and post-test. Both students demonstrated their abilities to draw on the concept of conceptual metaphor to understand figurative speech in English from domains not limited to morality. In the end, we discuss implications on the design and implementation of SCOBAs.

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基于领域的形象表达教学

认知语言学（CL）和社会文化理论（SCT）在二语教育学中相辅相成（Lantolf，20062011；Masuda&Arnett，2015）。在本研究中，我们结合跨语言CL研究和SCT教育学的教材，即基于概念的语言教学（C-BLI），使用几个SCOBA（动作的完全定向基础图式）教授两名中国英语第二语言学习者MORALITY领域的比喻表达和概念隐喻的概念。我们对两个案例研究进行了微观遗传学分析，重点关注每个参与者在测试前、两次教学和测试后的内化过程及其与SCOBA的互动。两位学生都展示了他们利用概念隐喻概念从不限于道德的领域理解英语比喻言语的能力。最后，我们讨论了对SCOBA的设计和实现的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Language and Sociocultural Theory LINGUISTICS-

CiteScore

1.30

自引率

20.00%

发文量

期刊介绍： Language and Sociocultural Theory is an international journal devoted to the study of language from the perspective of Vygotskian sociocultural theory. Articles appearing in the journal may draw upon research in the following fields of study: linguistics and applied linguistics, psychology and cognitive science, anthropology, cultural studies, and education. Particular emphasis is placed on applied research grounded on sociocultural theory where language is central to understanding cognition, communication, culture, learning and development. The journal especially focuses on research that explores the role of language in the theory itself, including inner and private speech, internalization, verbalization, gesticulation, cognition and conceptual development. Work that explores connections between sociocultural theory and meaning-based theories of language also fits the journal’s scope.