Mastering language use and usage: repositions perceived according to cognitive linguistics

Autores

DOI:

https://doi.org/10.20435/serie-estudos.v22i46.1087

Palavras-chave:

prepositions, cognitive linguistic, English Language.

Resumo

Mastering prepositions has often been difficult for English language learners as a consequence of their polysemous nature and the sheer number of them in the English language. Most of the evaluations of the scientific output of the English language learners have established that prepositional addition, omission, and substitution account for most of the syntactic errors. For this reason, it is important for tutors to come up with effective instructional methods, since prepositions present such an immense challenge for the English language learners. Teaching prepositions are difficult due to various reasons. The present article has as objective the approach on the application of Prepositions and how structure and meaning may be perceived according to cognitive linguistics, based on other articles / books that served as bibliographical research for the construction of some ideas.

Biografia do Autor

Sérgio Manuel Coelho Fernando, Universidade Nova de Lisboa

Graduate in Letters - English, Post Graduate in Methodologies of the English Language and Portuguese Language. Post Graduate in English Language Teaching. Attending Master's Degree in English Didactics at Universidade Nova de Lisboa, Portugal. 

Alfrancio Ferreira Dias, Universidade Federal de Sergipe

PhD in Sociology, Professor at the Graduation Program in Education at the Federal University of Sergipe. Researcher of the Study Center of Interdisciplinary Researches on Women and Social Relations of Gender (Núcleo de Estudos e Pesquisas Interdisciplinares sobre a Mulher e Relações Sociais de Gênero - NEPIMG/UFS). 

Referências

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ACHARD, M. Teaching construal: cognitive pedagogical grammar handbook of cognitive linguistics and second language acquisition. New York: Routdledge, 2008.

EVANS, V.; BERGEN, B. K.; ZINKEN, J. (Ed.). The cognitive linguistics reader. London: Equinox, 2007.

DANCYGIER, B.; SWEETSER, A. Figurative language. Cambridge: Cambridge University Press, 2014.

FOSS, K. A.; FOSS, S. K.; TRAPP, R. Readings in contemporary rhetoric. New York: Waveland Press, 2002.

GEERAERTS, D. Cognitive linguistic. New York: Mouton de Gruyter, 2006.

LAKOFF, G.; JOHNSON, M. Metaphors we live by. Chicago: University of Chicago Press, 2003.

LIU, D. Describing and explaining grammar and vocabulary in ELT: key theories and effective practices. New York: Routledge, Taylor & Francis Group, 2014.

MAHAPATRA, B. C. Models of teaching in education: with special preference to researches in synatics and gaming models of teaching. New Delhi: Sarup & Sons, 2004.

PAYNE, T. E. Undestanding English Grammar - a linguistic introduction. New York: Cambridge University Press, 2011.

TYLER, A.; EVANS, V. The semantics of english prepositions: spatial scenes, embodied meaning and cognition. New York: Cambridge University Press, 2003.

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Publicado

2017-11-06

Como Citar

Fernando, S. M. C., & Dias, A. F. (2017). Mastering language use and usage: repositions perceived according to cognitive linguistics. Série-Estudos - Periódico Do Programa De Pós-Graduação Em Educação Da UCDB, 22(46), 3–15. https://doi.org/10.20435/serie-estudos.v22i46.1087

Edição

v. 22, n. 46, set./dez. 2017

Seção

Artigos

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