Skip to main content
×
Home
    • Aa
    • Aa
  • Get access
    Check if you have access via personal or institutional login
  • Cited by 4
  • Cited by
    This article has been cited by the following publications. This list is generated based on data provided by CrossRef.

    Cornell, Rebecca Dean, Julie and Tomaš, Zuzana 2016. Up Close and Personal: A Case Study of Three University-Level Second Language Learners’ Vocabulary Learning Experiences. TESOL Journal,


    Hald, Lea A. de Nooijer, Jacqueline van Gog, Tamara and Bekkering, Harold 2016. Optimizing Word Learning via Links to Perceptual and Motoric Experience. Educational Psychology Review, Vol. 28, Issue. 3, p. 495.


    De Knop, Sabine 2015. Visualization and conceptual metaphor as tools for the teaching of abstract motion in German. Review of Cognitive Linguistics, Vol. 13, Issue. 1, p. 167.


    Deconinck, Julie Boers, Frank and Eyckmans, June 2014. Looking for form-meaning motivation in new L2 words: A think-aloud study among proficient learners of English. English Text Construction, Vol. 7, Issue. 2, p. 249.


    ×

Cognitive Linguistic approaches to teaching vocabulary: Assessment and integration

  • Frank Boers (a1)
  • DOI: http://dx.doi.org/10.1017/S0261444811000450
  • Published online: 11 November 2011
Abstract

The pace at which new L2 words or expressions are acquired is influenced by the degree of engagement with them on the part of the learner. Several researchers with a Cognitive-Linguistics (CL) background have, since the 1990s, proposed ways of exploiting non-arbitrary aspects of vocabulary as stimuli for such engagement. Their proposals have been backed up by the results of several quasi-experimental studies. It must be acknowledged, however, that many of these are small-scale, some show only small effect sizes, and some are hard to interpret due to confounding variables. Taken collectively, the reported experiments are nevertheless beginning to constitute a body of evidence in favour of CL-informed instruction that is hard to dismiss, so there is reason to believe that this kind of instruction deserves a niche in second language programmes. However, a judicious implementation of CL ideas stands to gain considerably from a closer alignment with ‘mainstream’ second language vocabulary research. Insights to be taken on board from the mainstream concern issues of selection, the desirability of distributed learning, and the need to cater for complementary types of knowledge.

Copyright
Linked references
Hide All

This list contains references from the content that can be linked to their source. For a full set of references and notes please see the PDF or HTML where available.

J. Barcroft , M. S. Sommers & G. Sunderman (2011). Some costs of fooling Mother Nature: A priming study on the Keyword Method and the quality of developing L2 lexical representations. In P. Trofimovich & K. McDonough (eds.), Applying priming methods to L2 learning, teaching and research. Amsterdam: John Benjamins, 4972.

A. Barfield & H. Gyllstad (2009). Researching collocations in another language: Multiple interpretations. Basingstoke, UK: Palgrave Macmillan.

F. Boers (2000a). Enhancing metaphoric awareness in specialised reading. English for Specific Purposes 19, 137–47.

F. Boers (2000a). Metaphor awareness and vocabulary retention. Applied Linguistics 21, 553571.

F. Boers & S. Lindstromberg (2009). Optimizing a lexical approach to instructed second language acquisition. Basingstoke, UK: Palgrave Macmillan.

F. Boers , M. Demecheleer & J. Eyckmans (2004). Etymological elaboration as a strategy for learning figurative idioms. In P. Bogaards & B. Laufer (eds.), Vocabulary in a second language: Selection, acquisition and testing. Amsterdam: John Benjamins, 5378.

F. Boers , J. Eyckmans & H. Stengers (2006a). Means of motivating multiword units: Rationale, mnemonic benefits and cognitive-style variables. In S. Foster-Cohen (ed.), Eurosla Yearbook 6. Amsterdam: John Benjamins, 169190.

F. Boers , J. Eyckmans & H. Stengers (2007). Presenting figurative idioms with a touch of etymology: More than mere mnemonics? Language Teaching Research 11, 4362.

F. Boers , A. M. Piquer, H. Stengers & J. Eyckmans (2009). Does pictorial elucidation foster recollection of idioms? Language Teaching Research 13, 367382.

F. Boers , J. Eyckmans, J. Kappel, H. Stengers & M. Demecheleer (2006b). Formulaic sequences and perceived oral proficiency: Putting a lexical approach to the test. Language Teaching Research 10, 245261.

F. I. M. Craik & E. Tulving (1975). Depth of processing and the retention of words in episodic memory. Journal of Experimental Psychology: General 104, 268294.

S. Csábi (2004). A cognitive linguistic view of polysemy in English and its implications for teaching. In M. Achard & S. Niemeier (eds.), Cognitive Linguistics, second language acquisition, and foreign language teaching. Berlin: Mouton de Gruyter, 233256.

A. Deignan , D. Gabrys & A. Solska (1997). Teaching English metaphors using cross-linguistic awareness-raising activities. ELT Journal 51, 352360.

S. De Knop , F. Boers & A. De Rycker (2010). Fostering language teaching efficiency through Cognitive Linguistics. Berlin: Mouton de Gruyter.

İ. H. Erten & M. Tekin (2008). Effects on vocabulary acquisition of presenting new words in semantic sets versus semantically unrelated sets. System 36, 407422.

V. Evans & M. Green (2006). Cognitive Linguistics: An introduction. Edinburgh: Edinburgh University Press.

M. Finkbeiner & J. Nicol (2003). Semantic category effects in second language word learning. Applied Psycholinguistics 24, 369383.

R. Holme (2009). Cognitive Linguistics and language teaching. Basingstoke, UK: Palgrave Macmillan.

N. Iwashita , A. Brown, T. McNamara & S. O'Hagan (2008). Assessed levels of second language speaking proficiency: How distinct? Applied Linguistics 29, 2449.

Z. Kövecses & P. Szabó (1996). Idioms: A view from Cognitive Semantics. Applied Linguistics 17, 326–55.

S. D. Krashen (1989). We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis. The Modern Language Journal 73, 440464.

G. Lakoff (1987). Women, fire and dangerous things: What categories reveal about the mind. Chicago: University of Chicago Press.

B. Laufer (2005). Focus on Form in second language vocabulary acquisition. In S. Foster-Cohen (ed.), EUROSLA Yearbook 5. Amsterdam: John Benjamins, 223250.

B. Laufer & J. Hulstijn (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied Linguistics 22, 126.

B. Laufer & T. Waldman (2011). Verb-noun collocations in second language writing: A corpus analysis of learners’ English. Language Learning 61, 647672.

S. Lindstromberg (2010). English prepositions explained (2nd edn). Amsterdam: John Benjamins.

S. Lindstromberg & F. Boers (2005). From movement to metaphor with manner-of-movement verbs. Applied Linguistics 26, 241261.

S. Lindstromberg & F. Boers (2008b). The mnemonic effect of noticing alliteration in lexical chunks. Applied Linguistics 29, 200222.

S. Lindstromberg & F. Boers (2008c). Phonemic repetition and the learning of lexical chunks: The mnemonic power of assonance. System 36, 423436.

J. Littlemore (2009). Applying Cognitive Linguistics to second language learning and teaching. Basingstoke, UK: Palgrave Macmillan.

J. Littlemore , P. T. Chen, A. Koester & J. Barnden (2011). Difficulties in metaphor comprehension faced by international students whose first language is not English. Applied Linguistics 32.4, 408429.

D. Liu (2010). Going beyond patterns: Involving cognitive analysis in the learning of collocations. TESOL Quarterly 44, 430.

M. H. Long (1991). Focus on form: A design feature in language teaching methodology. In K. de Bot, R. B. Ginsberg & C. Kramsch (eds.), Foreign language research in cross-cultural perspective. Amsterdam: John Benjamins, 3952.

C. H. G. MacLennan (1994). Metaphors and prototypes in the teaching and learning of grammar and vocabulary. International Review of Applied Linguistics 32, 97110.

F. Meunier & S. Granger (2008). Phraseology in foreign language learning and teaching. Amsterdam: John Benjamins.

S. Morimoto & S. Loewen (2007). A comparison of the effects of image-schema-based instruction and translation-based instruction on the acquisition of L2 polysemous words. Language Teaching Research 11, 347372.

I. S. P. Nation (2006). How large a vocabulary is needed for reading and listening? The Canadian Modern Language Review 63, 5982.

I. S. P. Nation (2007). The four strands. Innovation in Language Learning and Teaching 1, 112.

A. O'Keeffe , M. McCarthy & R. Carter (2007). From corpus to classroom: Language use and language teaching.. Cambridge: Cambridge University Press.

D. D. Qian (1999). Assessing the roles of depth and breadth of vocabulary knowledge in reading comprehension. The Canadian Modern Language Review 56, 282308.

M. Sadoski (2005). A dual coding view of vocabulary learning. Reading & Writing Quarterly 21, 221238.

N. Schmitt (ed.) (2004). Formulaic sequences: Acquisition, processing and use. Amsterdam: John Benjamins.

N. Schmitt (2008). Instructed second language vocabulary learning. Language Teaching Research 12, 329363.

N. Schmitt & C. B. Zimmerman (2002). Derivative word forms: What do learners know? TESOL Quarterly 36, 145171.

N. Schmitt , X. Jiang & W. Grabe (2011). The percentage of words known in a text and reading comprehension. The Modern Language Journal 95, 2643.

R. Szczepaniak & R. Lew (2011). The role of imagery in dictionaries of idioms. Applied Linguistics 32, 323347.

T. Tinkham (1997). The effects of semantic and thematic clustering on the learning of second language vocabulary. Second Language Research 13, 138163.

A. Tyler & V. Evans (2004). Applying cognitive linguistics to pedagogical grammar: The case of over. In M. Achard & S. Niemeier (eds.), Cognitive Linguistics, second language acquisition, and foreign language teaching. Berlin: Mouton de Gruyter, 257280).

M. Verspoor & W. Lowie (2003). Making sense of polysemous words. Language Learning 53, 547586.

R. Waring (1997). The negative effects of learning words in semantic sets: A replication. System 25, 261274.

S. Webb & M. P. H. Rodgers (2009). The vocabulary demands of television programs. Language Learning 59, 335366.

A. Wray (2002). Formulaic language and the lexicon. Cambridge: Cambridge University Press.

S. Yasuda (2010). Learning phrasal verbs through conceptual metaphors: A case of Japanese EFL learners. TESOL Quarterly 44, 250273.

Recommend this journal

Email your librarian or administrator to recommend adding this journal to your organisation's collection.

Language Teaching
  • ISSN: 0261-4448
  • EISSN: 1475-3049
  • URL: /core/journals/language-teaching
Please enter your name
Please enter a valid email address
Who would you like to send this to? *
×