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A Cognitive Linguistic Approach to Classroom English Vocabulary Instruction for EFL Learners in Mainland China
- Source :
-
English Language Teaching . Mar 2009 2(1):95-100. - Publication Year :
- 2009
-
Abstract
- Vocabulary learning and teaching has been one of the main issues in ESL/EFL learning and teaching research. EFL teachers in China, in particular, are grappling with the effective vocabulary teaching methods. This paper is doing part of this job in a different way. It discusses three principles based on Cognitive Linguistics (CL), namely the study of categorization, prototype, and metaphor, and implications of these principles in formal vocabulary instruction in a Chinese context of English learning in South-western mainland China.
Details
- Language :
- English
- ISSN :
- 1916-4742
- Volume :
- 2
- Issue :
- 1
- Database :
- ERIC
- Journal :
- English Language Teaching
- Publication Type :
- Academic Journal
- Accession number :
- EJ1082276
- Document Type :
- Journal Articles<br />Reports - Evaluative