Teaching English grammar on linguocognitive basis
https://doi.org/10.20310/1810-0201-2019-24-179-32-39
Abstract
The peculiarities of the modern educational process require new approaches to techniques and methods used in language teaching. One of the ways for optimization of lessons in fo- reign languages is aimed at integration of cognitive linguistics and its achievements into the structure of such classes. The linguocognitive basis fits well into the communicative approach to teaching languages and allows for increased efficiency of education through using the principles and methods of cognitive science, which provides a means of explanation for a number of linguistic phenomena, including grammatical, the explanation of which is difficult within the traditional approach to teaching. Certain aspects of English grammar, that are difficult to be taught, are being considered and the efficiency of methods of cognitive linguistics in their teaching is proven. We demonstrate the importance of considering cognitive metaphor as a mechanism that is crucial for teaching English prepositions and modal verbs. A number of practical researches, that have proven the high potential of classes, structured around linguocognitive basis, is provided. We also prove the possibility of integration of the methods of cognitive linguistics and the methods, developed within the traditional approach to language teaching. In conclusion we provide the arguments for the efficiency of teaching English grammar on linguocognitive basis.
About the Author
S. V. Motov
Tambov State University named after G.R. Derzhavin; Western Illinois University
Russian Federation
Russian Federation
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Review
For citations:
Motov S.V. Teaching English grammar on linguocognitive basis. Tambov University Review. Series: Humanities. 2019;24(179):32-39. (In Russ.) https://doi.org/10.20310/1810-0201-2019-24-179-32-39
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