Applying Cognitive Linguistics to Teaching English Prepositions: A Quasi-Experimental Study

Hung, Bui Phu; Viên, Trương

doi:10.12973/iji.2018.11323a

Cited by 24 publications

(18 citation statements)

References 22 publications

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“…As suggested by Hung, Vien and Vu (2018), to ensure the intelligibility and clarity, the questionnaire should be subjected to linguistic modification for the equivalence of terms in English and Vietnamese. The bilingual version was piloted to a group of 47 teachers in another province of the Mekong Delta with positive coefficient reliability for teachers' perceptions and practices (α = .872 and .886 respectively).…”

Section: Research Instrumentsmentioning

confidence: 99%

The Integration of Intercultural Education into Teaching English: What Vietnamese Teachers Do and Say

Hoa¹,

Viên²

2019

INT J INSTRUCTION

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To enable the Vietnamese youth to join the international workforce during ASEAN integration, teaching English in general education has undertaken a reform with the aim of intercultural communicative competence instead of communicative competence. Since building learners' intercultural communicative competence requires their personal engagement in social interaction, teachers should follow a proper approach to activate students' participation in intercultural communication. This research studied to what extent upper secondary school teachers perceived and practiced intercultural integration prior the educational reform. Data collected from 101 participating teachers through questionnaires and open-ended questions proved that (1) teachers had good understanding of intercultural integration, but (2) they rarely conducted intercultural activities in practices, and (3) teachers' graduate education, not international experience or coursebook teaching, had a positive impact on their intercultural teaching practices. The findings suggested that educational management should be consistent with the progressive reform through the synchronization of all curricular factors towards intercultural education, and teachers should be oriented with intercultural teaching pedagogy to conduct suitable activities to develop students' intercultural communicative competence.

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Section: Research Instrumentsmentioning

confidence: 99%

The Integration of Intercultural Education into Teaching English: What Vietnamese Teachers Do and Say

Hoa¹,

Viên²

2019

INT J INSTRUCTION

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“…Previous studies applying cognitive linguistics in ELT employed instruction explicitly delivered by teachers (Hung et al 2018, Song 2013, Boers & Lindstromberg 2008, exercise drills (Boers 2000, Verspoor 2008, and speaking and writing tasks (Tyler et al 2011, Condon 2008). These studies were considered relevant references for the current study as they involved EFL students as participants.…”

Section: Grounding Theories Of Cognitive Linguisticsmentioning

confidence: 99%

“…Cognitive linguistics (CL) is a semantics-motivated usage-based approach to language which explains idioms as examples of conceptual metaphor which humans semantically encode their conceptualization in language. A review of previous studies demonstrates several applications of cognitive linguistics in applied linguistics and ELT, and the experimental results show that the learners receiving CL-based treatment could understand the target items without effort, and these taget items could retain longer in the learners' minds (Tyler, Mueller & Ho 2011, Hung, Vien & Vu, 2018.…”

Section: Introduction the Rationalementioning

confidence: 99%

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

Hung

2019

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This study aims to apply basic concepts in cognitive linguistics to teaching English idioms to EFL students. English idioms expose their inherent difficulties to EFL learners because people of different languages usually have different conceptualizations. Words in idioms do not carry their literal but conceptualized semantics. Cognitive linguistics, grounded in cognitive, social, and communicative theories, hypothesize idioms as examples of conceptual metaphors. Twelve idioms about finance were taught to 50 Vietnamese first-year EFL college students divided into two experimental groups for CL-based treatment and treatment for rote-learning, and one control group with no treatment. The experimental groups received 4-step treatments: warm-up, instruction, drill practice, and productive task. The results showed that the group receiving CL-based treatment outperformed the group applying rote-learning in both immediate posttest and delayed posttests for receptive and productive knowledge of the instructed idioms. The control group did not make any significant gain from the prettest to the posttests. The results suggest that students' awareness of conceptual metaphors help them remember the target items long. Further studies can include measures of both explicit and implicit knowledge of the idioms as a result of CL-based treatment in other contexts.

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“…It is also significant to educate people, including local residents and tenants about the importance of social sustainability. In particular, education can be implemented cognitively, which may help carve knowledge and result in retention of knowledge (Hung, Vien & Vu, 2018). Alternatively, education of social sustainability can be undertaken from a social approach in that people and media play a crucial role in transmitting knowledge and arouse awareness of social sustainability.…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

Impacts of Urban Institutions of Higher Education on the Community: A Social Approach

Hung¹

2019

EJER

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This study aimed to investigate the effects of urban institutions of higher education on social sustainability of the community. Three urban colleges in Vietnam were involved in this study. Methods: Questionnaires and interviews were administered to 120 local residents and 1470 students and college employees (office and teaching staff) living in the nearby communities. In the interviews, the researcher made efforts to explore in-depth information by providing prompts in order to confirm, interpret and supplement the quantitative data collected from the questionnaires. Findings: All participants responded that the colleges contributed greatly to the social equity through rentals, food consumption, and other services available. However, though some local residents took a positive view of social diversity, others were conservative. The social cohesions took place in the community where its members were willing to welcome new cultures. Most local residents were not confident about community security when

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Applying Cognitive Linguistics to Teaching English Prepositions: A Quasi-Experimental Study

Cited by 24 publications

References 22 publications

The Integration of Intercultural Education into Teaching English: What Vietnamese Teachers Do and Say

The Integration of Intercultural Education into Teaching English: What Vietnamese Teachers Do and Say

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

Impacts of Urban Institutions of Higher Education on the Community: A Social Approach

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