応用認知言語学と語彙学習 -文法理論を英語教育に活用する(2)-

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  • オウヨウ ニンチ ゲンゴガク ト ゴイ ガクシュウ ブンポウ リロン オ エイゴ キョウイク ニ カツヨウ スル 2

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近年,認知言語学の理念や概念を第二言語 (L2) の習得と教授に取り入れる「応用認知言語学」(applied cognitive linguistics) が提案され,言語理論を実践に適用するひとつの試みとして注目されつつある。本稿では,特に英語語彙の学習という側面を取り上げ,応用言語認知言語学がどのように貢献できるか,その可能性と問題を指摘した後,本学における授業での実践例を通し,今後の外国語教育のひとつの方向性を提示する。

This article presents a cognitive-linguistic approach to the second language acquisition, especially Japanese learners' acquisition of English vocabulary. This kind of approach, called “applied cognitive linguistics," has been developing rapidly, adopting the usage-based theory of LI acquisition established mainly by Tomasello(2003)and Goldberg(2006). After surveying some important proposals concerning applied cognitive linguistics such as Arakawa and Moriyama(2009)and Littlemore(2009), this paper shows my own attempt of teaching and learning polysemy of an English particle, up; twelve college students who attended my lecture were asked to observe and identify its spatial meanings from which to abstract image schemas, UP1, UP2 and UP3. They also considered what image schema is most related to the remaining non-spatial meanings of up, and subsequently formed its semantic network. Finally, they were asked to predict the meanings of some unfamiliar idioms involving up. Such a series of tasks hopefully suggests the significance of observing and understanding polysemous structures of lexical items in order to obtain “vocabulary depth" in the second language learning, and therefore of the theoretical foundation of the mechanism of semantic extension.

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