An Empirical Study of Chinese EFL Classroom Teaching: A Cognitive Linguistic Approach
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Youmei Gao
Abstract
An empirical study of Chinese EFL learners has been carried out in the authentic Chinese EFL classroom on the campus of Tianjin Foreign Studies University, with an aim to verify how and why the cognitive linguistic approach can facilitate L2 or FL learners in the process of learning English as a second or a foreign language. The statistical analysis of the data showed that the EC outperformed the CC both on lexical and grammatical proficiency and on their metaphorical and pragmatic or sociolinguist competence after the classroom treatment. The study has concluded that using CMs and IMs as the motivator and organizer in the process of learning English as a foreign language, the cognitive approach benefits L2 or FL learners with respect to comprehension and retention of memory.
©2014 Walter de Gruyter, Berlin Munich Boston
Artikel in diesem Heft
- Frontmatter
- Articles
- Second Language Research on Recasts: A Critical Review in Response to an Ongoing Debate
- Chinese EFL Leamers’ Comprehension of English Idiom Variants: Effects of Variation Type and Proficiency Level
- An Empirical Study of Chinese EFL Classroom Teaching: A Cognitive Linguistic Approach
- Reporting and Stance in Second Language Academic Writing
- A Contrastive Perspective on the Appraisal Strategies of English Writing of Chinese and Western Reviewers
- Effects of Study Abroad on EFL Teachers’ Self-perceptions
- Teachers’ Self-Development in Applying Information Communication Technology
- Chinese Abstracts
Artikel in diesem Heft
- Frontmatter
- Articles
- Second Language Research on Recasts: A Critical Review in Response to an Ongoing Debate
- Chinese EFL Leamers’ Comprehension of English Idiom Variants: Effects of Variation Type and Proficiency Level
- An Empirical Study of Chinese EFL Classroom Teaching: A Cognitive Linguistic Approach
- Reporting and Stance in Second Language Academic Writing
- A Contrastive Perspective on the Appraisal Strategies of English Writing of Chinese and Western Reviewers
- Effects of Study Abroad on EFL Teachers’ Self-perceptions
- Teachers’ Self-Development in Applying Information Communication Technology
- Chinese Abstracts
