2024-03-29T10:49:57Zhttps://repositori.uji.es/oai/requestoai:repositori.uji.es:10234/1692222023-12-19T08:00:34Zcom_10234_76326com_10234_158177com_10234_10col_10234_169091
Repositori UJI
author
Esbrí-Blasco, Montserrat
2017-10-04T08:50:33Z
2017-10-04T08:50:33Z
2014
ESBRÍ-BLASCO, Montserrat. Applying semantic frames to effective vocabulary teaching in the EFL classroom. Fòrum de recerca, 2014, núm. 19, p. 743-752.
1139-5486
http://hdl.handle.net/10234/169222
http://dx.doi.org/10.6035/ForumRecerca.2014.19.48
This study intends to shed some light on the advantages Cognitive
Semantics can provide to vocabulary teaching in EFL (English as a Foreign
Language), by describing how our knowledge is organized and what
cognitive mechanisms are used by our mind in order to organize it, namely
cognitive domains and frames.
If we want our students to use English properly and fluently, we need
to make sure they comprehend (and not only learn by rote) the concepts
they are taught. Regarding this, focusing on cognitive domains and frames
can have a vital role, since they provide the right conceptual background
to understand and use lexical concepts. Moreover, categories at the basic
level provide the highest amount of information at the lowest processing
effort.
All in all, this paper suggests that introducing vocabulary in terms of
frames and choosing the appropriate level of categorization depending of
the proficiency level can lead to a better comprehension, and,
consequently, an easier entrenchment of specific lexicon in the long-term
memory than using traditional methods
eng
categorization
cognitive domains
frames
vocabulary entrenchment
Cognitive Semantics
Applying semantic frames to effective vocabulary teaching in the EFL classroom
info:eu-repo/semantics/article
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