cognitive linguistics: the case of find
DESCRIPTION
Exploring Cognitive Linguistic in teaching the verb 'find' to Malay English learner.TRANSCRIPT
COGNITIVE GRAMMAR PEDAGOGY: THE CASE OF “FIND”
NOORLINDA ALANG
MEd TESL
University of Malaya
This paper is presented in partial fulfillment
of the requirements for the course
General Linguistics for TESL
Faculty of Education
University of Malaya
Dr. Jessie Grace U. Rubrico, Facilitator
PBGS 6304, Semester 2, AY 2009-2010
April 2010
Linguistics
Definition: The study of language in general and of particular languages, their
structure, grammar and history (Longman Dictionary, 2003)
Subfields: phonetics, phonology, morphology,
grammar, syntax, semantics and pragmatics
Is learnt to enrich awareness of the
humankind as it is closely related to human
interaction
Cognitive Linguistics
COGNITIVE LINGUISTICS
1970S
Rejected dominant ideas
Human cognition
Human communication and encounters
According to Matsumoto (2008), CL emerged in the 1970s due to the disapproval of the
mainstream ideas that language is not part of cognition. In CL, language lies heavily on
human cognition and it expands throughout human communication.
Cognitive Linguistics: Concepts
Core concepts &
Goals
The Status of Linguistic Cognition
The Status of Meaning
The Status of
Prediction
The Embodiment of Meaning
The Structure
of Cognitive
Categories
Mental Spaces
and Mapping
2 most relevant CL concepts (1) The status of meaning: Language occurrences are propelled by the
necessity to convey meaning. The presence of all linguistics units are supported by meaning, not any is
semantically blank. (2) The Embodiment of meaning: Meaning is fixed in the shared human experience; acts
as a basis for understanding abundant concepts.
(Janda, 2006)
Cognitive Linguistics: Main Areas
Separate in practice but
their domains of inquiry are tightly linked
Cognitive Semantics
Cognitive Grammar
Cognitive semantics: The investigation of knowledge representation (conceptual structure) and meaning
construction (conceptualization). Language is employed as a channel through which cognitive phenomena
can be understood. Cognitive Grammar: The modeling of a language system (the mental grammar).
(Evans et al., 2007)
Cognitive Grammar
The mental grammar
An inventory of symbolic units
Constant application
Entrenched
Fluency
Form-meaning pairing
According to Langacker (1987), knowledge of language (mental grammar) is stored in the
mind as symbolic units (form-meaning pairing). If they are applied constantly without
hesitation, it means they have become entrenched; they become a habit or routine and the
speaker is able to use them fluently.
(Evans et al., 2007)
Cognitive Grammar: A Mental Inventory
The storeroom of entrenched symbolic units
The contents are not stored in a random way
It is structured based on relationships between units
Some units are subparts of other units
E.g. morphemes make up words, words make up phrases, phrases make up
sentences
These interlinking and overlapping relationships among units are called
network
The mental inventory is created upon the
entrenchment. It is a major issue in 2nd
language acquisition. Due to CL, the
frequent occurrence of a certain linguistic
units facilitates the target language
construction that leads to the entrenchment.
(Matsumoto, 2008)
Cognitive Grammar: Pedagogy
In understanding the symbolic units or the
linguistic criterion of the target language
The target units clash with the
native ones
Steadily the target units
obtains independence
from the native ones
Learners’ mind must be tuned
to set apart between the meaning of
new units and the meaning
of the available ones
Learning the forms as well
as learning the
conceptual structures (meaning)
(Matsumoto, 2009)
THE COGNITIVE PROCESS IN 2ND LANGUAGE LEARNING
Theory of Language: The Innatist Model
Language is rule-based and generative in nature
Processed and produced through complicated cognitive processes
An innate mental capacity for language (Language Acquisition
Device LAD)
The language has a universal nature
(Universal Grammar UG)
‘The Critical Period Hypothesis’
The Innatist Model of Chomsky (1955) and Lenneberg (1967) as cited in
Suharno (2009), is believed to be useful as a guiding principle in applying
cognitive grammar to language pedagogy.
Theory of Learning: Cognitive Constructivism
What goes on "inside the
learner's head”
Stress on mental processes rather than observable
behavior
Learners dynamically
construct the knowledge
It is vital to understanding the learners’ background
knowledge or schemata
In developing the instructional design for cognitive grammar pedagogy, Cognitive
Constructivism Theory (as cited by Perry, 1999) is scrutinized further.
Cognitive Constructivism: Concerns
Knowledge Learning Motivation Instruction
According to Perry (1999), as knowledge is discovered by the learners themselves, the
teacher’s role is to assist the learning by supplying the essential resources. To succeed,
learners must possess intrinsic motivation and supported by appropriate instructional
methods that enable them to modify the new information based on their schemata.
Cognitive Grammar: The Application
Objectives
To promote the learner’s insight into the foreign language system
To make learners learn by thinking about and trying to make sense of what they see, feel and hear
To maximize communicative competence and accuracy in language use
Content
Cognitive Constructivism
Approach
InnatistModel
Classroom Instruction
Learning Techniques & Activities
Problem-based
learning
Discovery learning
Cognitive strategies
Project-based
learning
Learners need to be involved with activities that make them think critically before coming
up with meaningful analysis. Thus, Suharno (2009) suggests these four techniques to be
associated with a cognitive theory of language learning.
The Case of “find”: Reasons
Every Malay-speaking learner of
English knows the verb find
They are not fully aware the verb find can take various
types of complements
Reasons of choosing
“find”
The Case of “find”: Definitions
Get by searching
See by chance
Discover state of someone/somet
hing
Do something without
meaning to
Learn something by study
Think/feel
Experience
Exist in a placeGet enough
money/time etc
In a court of law
(Matsumoto, 2008)
Get by searching
• I can’t find the car keys.
• Can you find me my bag?
• The child was eventually found safe and well.
See by chance
• Look what I’ve found!
• I didn’t expect to come home and find this gift.
Discover state of something / someone
• He tried the door and found it unlocked.
• She looked at her glass and was amazed to find it was empty.
Do something without meaning to
• She woke up and found herself in a hospital bed.
• He found he was shaking.
Learn something by study
• I managed to find a solution to the problem.
• His study found that married men and women had similar spending patterns.
Think / feel
• Will Gary and Gail find happiness together?
• She finds it a strain to meet new people.
Experience
• We found the beds very comfortable.
• I found the people to be charming and very friendly.
Exist in a place
• You’ll find this style of architecture all over the town.
Get enough money / time etc
• He’s struggling to find the time, the support, and the resource to do all this.
In a court of law (to make official decision)
• The jury found him guilty of manslaughter.
Conclusion
Main concerns:
Entrenchment of the symbolic units (form-
meaning pairing)
Knowledge are constructed actively
by learners
Learning the form and the conceptual structure (meaning)
simultaneously
Theory of language learning:
Innatist Model & Cognitive
Constructivism
Techniques:
Project based learning, Problem-
based learning, discovery learning, cognitive strategies
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