A Cognitive Linguistic Approach to Teaching English Idioms to EFL Students: Experimental Results

Hung, Bui Phu

doi:10.17576/3l-2019-2502-09

Cited by 15 publications

(23 citation statements)

References 23 publications

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“…In my estimation, the final linguistic product reflects the nonverbal internal concatenations (Lieberman 2000, 111), which is similar to the 'internal speech' category in the rationalist effort of Muslim scholars (Al-Zabin 2014, 307-325). 3L: The Southeast Asian Journal of English Language Studies -Vol 25(4): 198 -208 12 -2504-2019…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…Quickness linguistic patterns LINGUISTIC REPARTEE 3L: The Southeast Asian Journal of English Language Studies -Vol 25(4): 198 -208 12 -2504-2019 concatenations in a cognitive scope (See: Hung 2019, p. 115) Thereafter, these matrices are used as tools to reflect the internal hierarchy of the thinking process (i.e. summoning, arranging and building).…”

Section: Effectiveness and Efficiencymentioning

confidence: 99%

“…That is, a sharp rejoinder impairs the process of thinking on which the construction of linguistic units is based. Evidently, these units are the complete product that is the 3L: The Southeast Asian Journal of English Language Studies -Vol 25(4): 198 -208 12 -2504-2019 response of a sharp rejoinder, as well as to the factors of speed, surprise and unpredictability. Therefore, recipients may conjure appropriate answers after all these obstacles have passed.…”

Section: Properties Of the Sharp Rejoindermentioning

confidence: 99%

“…This study attempted to reveal the linguistic reasons and elements of the linguistic structure that cause linguistic shock in sharp rejoinders. Accordingly, we would be able to develop language rules that regulate linguistic thinking and raise the 3L: The Southeast Asian Journal of English Language Studies -Vol 25(4): 198 -208 12 -2504-2019 repartee level in the argumentative dialogues that we practice. These rules can also be developed in the media, where argumentations and debates are central.…”

Section: Introductionmentioning

confidence: 99%

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The Sharp Rejoinder and the Linguistic Repartee: A Linguistic Experimental Study in the Structure Rules

AL-Zabin

2019

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This study determines the laws of linguistic structures that cause linguistic shock in sharp rejoinders in an argumentative dialogue. Particularly, this research examines and analyses numerous sharp rejoinders, demonstrates the related laws, divides them into a set of linguistic matrices and explains the systems that cause the sharp rejoinders to assume that understanding these answers will raise the linguistic repartee level in our argumentative conversations. This experimental study used an experimental linguistic approach to explain the laws of these matrices to several students, specifically to show their effects when the linguistic repartee level is raised. Therefore, the current research is bifacial theoretical and experimental in nature. The experimental part showed the students' ability to promptly produce the appropriate responses according to the experimental conditions. Consequently, the importance of studying the rules of linguistic structure was reflected when the linguistic repartee level of recipients is raised.

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Section: Conceptual Frameworkmentioning

confidence: 99%

Section: Effectiveness and Efficiencymentioning

confidence: 99%

Section: Properties Of the Sharp Rejoindermentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Sharp Rejoinder and the Linguistic Repartee: A Linguistic Experimental Study in the Structure Rules

AL-Zabin

2019

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“…The linguistic perspective has a long tradition and involves the lion's share of scholarly discussions on translation. The cognitive perspective, informed by insights from cognitive linguistics and cognitive, social and communicative theories, although enjoys a relatively rich tradition in the area of teaching language and literature (Hung, 2019;Dewi, 2019), is still in its infancy in translation studies, and has mainly been eclipsed by the mainstream linguistic-cultural perspectives. This perspective has attracted many researchers, thanks to whose efforts we now have a general idea of what translation competence is and what different constituent parts it enfolds (Göpferich, 2010(Göpferich, , 2015Jääskeläinen, 2011;Orazzco & Hurtado Albir, 2002;PACTE, 2000PACTE, , 2002PACTE, , 2003PACTE, , 2005PACTE, , 2008.…”

Section: Introductionmentioning

confidence: 99%

A Cognitive-Oriented Exploration of the Development of Translation Competence: A Case Study of Iranian Translation Learners

Komeili

Dabbaghi

Barati

2019

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This is a report on a qualitative research in relation to the development of translation competence (TC) in academia. The study aimed to map out the cognitive processes involved in problem-solving and provide a picture of the development of strategic TC and translation-notion in translation learners. A group of 20 Iranian students volunteered to take part in a think-aloud study. The participants were divided into four groups of G1 (pretranslational), G3 (early translational), G5 and G7 (translational), based on the number of semesters of language and translation training they had received. The ecological validity was established by availing the participants of any sources of documentation they preferred to use. The verbalisations of the participants were recorded and then transcribed into think-aloud protocols (TAPs). The analysis of TAPs revealed that students activated various configurations of decision-making processes and resourcing methods, and exhibit different conceptions of the notion-of-translation at different stages of TC development. The study also showed that the portrait of TC development featured strong reliance on automatised cognitive processes at pre-translational stage and increased evaluative processes, coupled with higher chances of success, at translational stage. The findings proved that the development of TC did not follow an incremental trajectory. They further indicated that the translation programmes as offered in universities tend to boost evaluative reflections on and conscious awareness of the translation process at the cost of decreasing the unconscious automatised processes. This suggests that from a process-oriented perspective, translation programmes do not seem to prepare the learners for translation-market requirements.

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Using Bloom’s taxonomy to evaluate the cognitive levels of Primary Leaving English Exam questions in Rwandan schools

2022

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This qualitative study investigates the cognitive levels of the questions used in the English primary six leaving examinations administered in Rwandan schools from 2013 to 2019. We used the revised Bloom’s Taxonomy to scrutinize the cognitive levels of 574 exam questions. The findings revealed a remarkable predominance of the lower-order thinking skills (LOTS) (98.79%) over the higher-order thinking skills (HOTS) exam questions (1.21%). The study addresses the gap in the current literature on high-stake and accountability-driven assessment practices regarding the language educational policies involving the use of English as a classroom language and curriculum reforms in postcolonial contexts. In particular, the study provides education practitioners and decision-makers with a body of knowledge conducive to writing high-quality exams that are likely to boost effective instruction and higher student learning and success in schools and beyond.

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A Cognitive Linguistic Approach to Teaching English Idioms to EFL Students: Experimental Results

Cited by 15 publications

References 23 publications

The Sharp Rejoinder and the Linguistic Repartee: A Linguistic Experimental Study in the Structure Rules

The Sharp Rejoinder and the Linguistic Repartee: A Linguistic Experimental Study in the Structure Rules

A Cognitive-Oriented Exploration of the Development of Translation Competence: A Case Study of Iranian Translation Learners

Using Bloom’s taxonomy to evaluate the cognitive levels of Primary Leaving English Exam questions in Rwandan schools

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