Article published In:
Cognitive Linguistic StudiesVol. 3:2 (2016) ► pp.347–368
Evaluating the relative effects of cognitive approach with 3D content and non-cognitive approach on the development of EFL learners’ knowledge about the different degrees of sureness
The present pilot study compared the effects of cognitive and non-cognitive approaches on the development of Japanese learners’ knowledge about the different degrees of sureness attached to certain, probable, and possible items. The results showed that the cognitive approach group outperformed the non-cognitive approach and control groups in writing and comparison judgment tests, and that both the cognitive and non-cognitive approach groups performed better than the control group in the categorization judgment test. These results suggest that the cognitive approach with 3D image content through computers can promote L2 language learning because it may have made the target structures more salient and also enabled the participants to connect spatial concepts with different degrees of sureness attached to the certain, probable, and possible items, thereby facilitating deep processing of form-meaning pairings.
References
Anthony, L
(2014) AntConc 3.4.3. Waseda University.
Armstrong, J
(2012) Natural learning in higher education. In N. Seel (Ed.), Encyclopedia of the sciences of learning (pp. 2426–2433). Heidelberg: Springer. 
Berendi, M., Csάbi, S., & Kövecses, Z
(2008) Using conceptual metaphors and metonymies in vocabulary teaching. In F. Boers & S. Lindstromberg (Eds.), Cognitive linguistic approaches to teaching vocabulary and phraseology (pp. 101–132). Berlin, New York: Mouton de Gruyter.
Boers, F
(2013) Cognitive linguistic approaches to teaching vocabulary: Assessment and integration. Language Teaching, 46(2), 208–224.
Bybee, J
(2010) Language, usage and cognition. Cambridge: Cambridge University.
Csάbi, S
(2004) A cognitive linguistic view of polysemy in English and its implication for teaching. In M. Achard & S. Niemeier (Eds.), Cognitive linguistics, second language acquisition and foreign language teaching (pp. 233–256). Berlin, New York: Mouton de Gruyter.
Gao, L., & Meng, G
(2010) A study on the effect of metaphor awareness raising on Chinese EFL learners’ vocabulary acquisition and retention. Canadian Social Sciences, 6(2), 110–124.
Grady, J
(1999) A typology of motivation for conceptual metaphor: Correlation vs. resemblance. In R. Gibbs & G. Steen (Eds.), Metaphor in cognitive linguistics (pp. 79–100). Amsterdam: John Benjamins.
Hyland, K
(2000) Hedges, boosters and lexical invisibility: noticing modifiers in academic texts. Language Awareness, 9(4), 179–197.
Hyland, K., & Milton, J
(1997) Qualification and certainty in L1 and L2 students’ writing. Journal of second language writing, 6(2), 183–205.
Lakoff, G., & Johnson, M
(1999) Philosophy in the flesh. New York: Basic Books.
Lakoff, G. & Johnson, M
(2003) Metaphors we live by. Chicago: The University of Chicago Press.
Kömür, S., & Cimen, S
(2009) Using conceptual metaphors in teaching idioms in a foreign language context. Soshal Bilimler Enstitüsü Dergisi (İLKE), 291, 205–222.
Li, T.F
(2009) Metaphor, image, and image schemas in second language pedagogy: The acquisition of metaphorical expressions, idioms, and proverbs by Chinese Learners of English. Koln: Lambert Academic.
Ohori, T
(2002) Cognitive linguistics. Tokyo: University of Tokyo Press.
Ohori, T., & Sen, B
(2012) Metaphor as two-way synecdoche: A critical assessment. JELS, 301, 320–326.
Rosch, E
(1978) Principles of categorization. In E. Rosch & B. Lloyd (Eds.), Cognition and categorization (pp. 27–48). Hillsdale, NJ: Lawrence Erlbaum.
Skoufaki, S
(2008) Conceptual metaphoric meaning clues in two idiom presentation methods. In F. Boers & S. Lindstromberg (Eds.), Cognitive linguistic approaches to teaching vocabulary and phraseology (pp. 101–132). Berlin, New York: Mouton de Gruyter.
Takimoto, M
(2015) Assertions and lexical invisibility in EFL learners’ essays. Journal of Pragmatics, 891, 85–99.
Tyler, A., Mueller, C., & Ho, V
(2010) Applying cognitive linguistics to instructed L2 learning: The English modals. AILA Review, 231, 30–49.
(2012) Experiment #2: Comparing the efficacy of a CL-based approach with a traditional approach to teaching to, for and at
. In A. Tyler, Cognitive linguistics and second language learning (pp. 160–164). New York: Routledge.
Yasuda, S
(2010) Learning phrasal verbs through conceptual metaphors: A case of Japanese EFL learners. TESOL Quarterly, 44(2), 250–273.
Weimer, M
(2002) Learner-centered teaching: Five key changes to practice. San Francisco, CA: Jossey-Bass.
Wright, G
(2011) Student-centered learning in higher education. International Journal of Teaching and Learning in Higher Education, 23(3), 92–97.