A dilemma in applied linguistics : a difficulty in applying cognitive linguistic insights to foreign language education

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  • 応用言語学のジレンマ : 認知言語学的知見に基づく外国語教育の難しさについて
  • オウヨウ ゲンゴガク ノ ジレンマ : ニンチ ゲンゴガクテキ チケン ニ モトズク ガイコクゴ キョウイク ノ ムズカシサ ニツイテ

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This study investigated the effectiveness of an original program for learning the present perfect tense, which was created using conceptual diagrams based on cognitive linguistic insights into the present perfect, the present, and the past tense. After learning the present perfect tense via the learning program, the participants (89 Japanese undergraduates) were asked to make comments on the program with regard to its strengths and weaknesses. The results showed that 36 percent of the responses were related to the way in which the conceptual diagrams were depicted. In particular, many responses were related to the complexity of the conceptual diagrams and to the characteristics of the present perfect tense. The responses on the complexity of the conceptual diagrams suggest that the illustrations and codes, which were used to enhance the concreteness of the diagrams, caused individual differences in the learning effect and did not necessarily promote understanding of complex temporal concepts, such as the present perfect tense.

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