A Cognitive Linguistic Approach to Classroom English Vocabulary Instruction for EFL Learners in Mainland China

Yanqing Chen

Abstract


Vocabulary learning and teaching has been one of the main issues in ESL/EFL learning and teaching research. EFL teachers in China, in particular, are grappling with the effective vocabulary teaching methods. This paper is doing part of this job in a different way. It discusses three principles based on Cognitive Linguistics (CL), namely the study of categorization, prototype, and metaphor, and implications of these principles in formal vocabulary instruction in a Chinese context of English learning in South-western mainland China.


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English Language Teaching       ISSN 1916-4742 (Print)   ISSN  1916-4750 (Online)

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