Linguocognitive foundations of teaching English negation
https://doi.org/10.20310/1810-0201-2020-25-187-37-45
- Р Р‡.МессенРТвЂВВВВВВВВжер
- РћРТвЂВВВВВВВВнокласснРСвЂВВВВВВВВРєРСвЂВВВВВВВВ
- LiveJournal
- Telegram
- ВКонтакте
- РЎРєРѕРїРСвЂВВВВВВВВровать ссылку
Full Text:
Abstract
Negation is a fundamental category in English that permeates the entire structure of the language. Learning negation is an important aspect of comprehensive language acquisition. We substantiate the possibility of teaching negation on a linguocognitive basis using principles and practices obtained in the framework of cognitive linguistics. Insight into the wide range of language means of expressing negation and its functional characteristics in English are provided. Apart from that, the structure of the semantic category of negation, its prototypical core, and the near and far periphery are described. Each of the functional characteristics of negation – absence, inconsistency, negative assessment, negative communicative reaction – is examined in detail. We provide examples of activities aimed at teaching the aforementioned functions of negation and peculiar properties of such teaching. Apart from that, it analyzes the advantages of the linguocognitive approach to teaching each of the functional characteristics of negation, as well as the cognitive mechanisms underlying them. We consider the possible difficulties of teaching negation and proposes ways to overcome them. It provides evidence for the high integrative and explicative potential of the linguocognitive approach to teaching negation in English which helps to combine the successful principles and methods proposed in both the traditional approach and the communicative language teaching.
About the Author
S. V. Motov
University of Colorado at Boulder
United States
United States
Sergei V. Motov, Post-Graduate Student, Assistant of Germanic and Slavic Languages and Literatures Department
1600 Pleasant St., Boulder, Colorado 80309
References
1. Tyler A. Cognitive Linguistics and Second Language Learning: Theoretical Basics and Experimental Evidence. New York, 2012.
2. Falck M.J. Linguistic theory and good practice: how cognitive linguistics could influence the teaching and learning of English prepositions. In: Lindgren E., Enever J. (eds.). Språkdidaktik: Researching Language Teaching and Learning. Umeå, 2015, pp. 61-73.
3. Tyler A. Applying cognitive linguistics to second language teaching: the English modals. In: Ellis N.C., Robinson P. (eds.). The Handbook of Cognitive Linguistics and Second Language Acquisition. Mahwah, 2008, pp. 456-488.
4. Motov S.V. Obuchenie otritsaniiu v angliiskom yazyke na lingvokognitivnoi osnove: pragmaticheskii aspekt [Teaching English negation on a linguocognitive basis: a pragmatical aspect]. Vestnik Tambovskogo universiteta. Seriya: Gumanitarnye nauki - Tambov University Reviews. Series: Humanities, 2019, no. 24 (180), pp. 44-52. https://doi.org/10.20310/1810-0201-2019-24-180-44-52. (In Russian).
5. Boldyrev N.N. Kontseptualizatsiya funktsii otritsaniya kak osnova formirovaniia kategorii [Conceptualization of negation function as a basis for formation of the category]. Voprosy kognitivnoy lingvistiki - Issues of Cognitive Linguistics, 2011, no. 1 (26), pp. 5-14. (In Russian).
6. Motov S.V. Strukturno-soderzhatel’nye osobennosti kontsepta “otritsaniie” (na materiale sovremennogo angliiskogo yazyka) [Structural and intesional features of the concept “negation” (based on the modern English language)]. Vestnik Tambovskogo universiteta. Seriya: Gumanitarnye nauki - Tambov University Reviews. Series: Humanities, 2009, no. 2 (70), pp. 13-19. (In Russian).
7. Wittgenstein L. Philosophical Investigations. New Jersey: Wiley-Blackwell, 2010.
8. Russell B. Logic and Knowledge. Essays 1901-1950. New York, G.P. Putnam’s Sons, 1956.
9. Jespersen O. Negation in English and Other Languages. Copenhagen, 1917.
10. Horn L.R. A Natural History of Negation. Stanford, 2001.
11. Déprez V., Espinal M.T. (eds.). The Oxford Handbook of Negation. Oxford, Oxford University Press, 2020.
12. Motov S.V. Otsenochnyi aspekt kontsepta «otritsaniie» (na materiale sovremennogo angliiskogo yazyka) [The evaluative aspect of the “negation” concept (on the material of modern English)]. Vestnik Tambovskogo universiteta. Seriya: Gumanitarnye nauki - Tambov University Review. Series: Humanities, 2009, no. 4 (72), pp. 100-105. (In Russian).
13. Kofman E.P. Sredstva reprezentatsii kontsepta otritsanie v angliiskom yazyke [Verbal means of representing the concept negation in the English language]. Voprosy kognitivnoy lingvistiki - Issues of Cognitive Linguistics, 2012, no. 3 (31), pp. 44-50. (In Russian).
14. Karpova I.D. Kategoriia otritsaniia s pozitsii kognitivnoi lingvistiki [The concept of negation from the standpoint of cognitive linguistics]. Mir nauki, kul’tury, obrazovaniia - The World of Science, Culture, and Education, 2013, no. 5 (42), pp. 314-317. (In Russian).
15. Rosch E.H. Cognitive representation of semantic categories. Journal of Experimental Psychology: General, 1975, no. 3 (104), pp. 192-233.
16. Folse K.H. Keys to Teaching Grammar to English Language Learners. A Practical Handbook. Ann Arbor, University of Michigan Press, 2019.
17. Langacker R.W. “Cognitive grammar” In: Geeraerts D., Cuyckens H. (eds.). The Oxford Handbook of Cognitive Linguistics. Oxford, Oxford University Press, 2007, pp. 421-462.
18. Giovanelli M. Teaching Grammar, Structure and Meaning. Exploring Theory and Practice for Post-16 English Language Teachers. New York, 2015.
19. Lapaire J. La Grammaire Anglaise en Mouvement. Paris, 2006.
20. Dijkstra K., Eerland A., Zijlmans J., Post L.S. Embodied cognition, abstract concepts, and the benefits of new technology for implicit body manipulation. Frontiers in Psychology, 2014, vol. 5, pp. 1-8.
21. Aleksikova Y. V. Kognitivnye osnovy formirovaniia evfemizmov v sovremennom angliiskom yazyke [Cognitive bases of euphemism formation in the English language]. Voprosy kognitivnoy lingvistiki - Issues of Cognitive Linguistics, 2010, no. 3 (24), pp. 126-132. (In Russian).
22. Lazarevich E.M. Upotreblenie evfemizmov s funktsiei politkorrektnosti v publitsisticheskikh tekstakh (na material angliiskogo yazyka) [Usage of euphemisms with the function of political correctness in publicistic articles (on the English language material)]. Vestnik Tomskogo gosudarstvennogo universiteta - Tomsk State University Review, 2014, no. 348, pp. 25-29. (In Russian).
23. Malyuga E.N., Orlova S.N. Linguistic Pragmatics of Intercultural Professional and Business Communication. Springer, 2018.
24. Kvaskova L.V. Evfemisticheskoe vyskazyvanie kak factor realizatsii kommunikativnoi strategii v angliiskom dialoge [Euphemistic utterance as a factor of realizing a communicative strategy in English dialogue]. Rhema, 2018, no. 1, pp. 46-61. (In Russian).
25. Boldyrev N.N., Aleksikova Y.V. Kognitivnyi aspekt evfemizatsii (na material angliiskogo yazyka) [Cognitive aspect of euphemisation in the English language]. Voprosy kognitivnoy lingvistiki - Issues of Cognitive Linguistics, 2010, no. 2 (23), pp. 5-11. (In Russian).
26. Kachru B.B. Standards, codification and sociolinguistic realism: the English language in the outer circle. In: Quirk R., Widdowson H.G. (eds.). English in the World: Teaching and Learning the Language and Literatures. Cambridge, Cambridge University Press, 1985, pp. 11-30.
Review
For citations:
Motov S.V. Linguocognitive foundations of teaching English negation. Tambov University Review. Series: Humanities. 2020;25(187):37-45. https://doi.org/10.20310/1810-0201-2020-25-187-37-45
Views:
10
ISSN 1810-0201 (Print)
ISSN 2782-5825 (Online)
ISSN 2782-5825 (Online)
Email this article 