Applying semantic frames to effective vocabulary teaching in the EFL classroom
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Title
Applying semantic frames to effective vocabulary teaching in the EFL classroomAuthor (s)
Date
2014Publisher
Universitat Jaume IISSN
1139-5486Bibliographic citation
ESBRÍ-BLASCO, Montserrat. Applying semantic frames to effective vocabulary teaching in the EFL classroom. Fòrum de recerca, 2014, núm. 19, p. 743-752.Type
info:eu-repo/semantics/articleSubject
Abstract
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 ... [+]
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 [-]
Description
XIX Jornades de Foment de la Investigació de la Facultat de Ciències Humanes i Socials (Any 2014)
Is part of
Fòrum de recerca, 2014, núm. 19Rights
info:eu-repo/semantics/openAccess