cognitive grammar: word network
DESCRIPTION
Exploring vocabulary teaching with Cognitive Linguistics "language is a network" paradigm.TRANSCRIPT
Cognitive Linguistics:
Word Grammar &
Language Network
Malihee Mahmoudi
MEd TESL
University of Malaya
This paper is presented in partial fulfillment of
the requirements for the course
General Linguistics for TESL
Faculty of Education
University of Malaya
Dr. Jessie Grace U. Rubrico, Facilitator
PBGS 6304, Semester 2, AY 2009-2010
April 2010
Paper Design
Approach
Theory of Language
Theory of Learning
Design
Word Grammar as Network
Theory of Language
Theory of
Language
Widdowson 1978
linguistic system
Chomsky
Linguistic theory
1965
Approach
Theory of Learning
Some elements in CLT practices that underpin a learning
theory:
Communication principle: Activities involving real
communication can promote learning.
Task principle: activities which use language for
performing meaningful tasks can promote learning.
Meaningfulness principle: language meaningful to
students enhances the learning process.
Characteristics of communicative view of Language
Language is a system for expression of meaning
Primary function of language is to allow communication
Structure of language reflects its functional & communicative uses
Unit of Language is not only grammatical and structural features
CLT practices refer to special conditions needed to promote
second language learning rather than language acquisition
processes. Moreover, learners should be engaged in
meaningful and authentic language use not merely
mechanical practice of patterns in language (Littlewood
1981; Johnson 1982).
Littlewood (1984) and Johnson (1984) represent an
alternative theory which is compatible with CLT- a skill –
learning model of language learning.
This theory involves both cognitive and behavioral aspects
that describe acquisition of competence in a language as an
example of skill development.
ObjectivesPiepho 1981 discussed following level of Objectives
With regard to learners’ communicative needs
Language as means of expression1
Language as a semiotic system& object of learning2
Language as a means of expressing values
and judgment about oneself and others.3
Remedial learning based on error analysis4
Language learning within school curriculum5
Syllabus
Communicative
syllabus types
Yalden’s
classification
(1983)
Functional-notional
Task-based
Interaction & Learner-generated
According to Littlewood ( 1981)
Comparing
pictures
Complete
a map
Draw
a shape
Discussion
sessions
Dialogues
&
Role playsskits Debates
Functional
communicational
activities
Social
Interaction
activities
Learning Techniques&
Activities
Procedure in CLT
Teacher introduces a dialogue
& asks student to role play, as a
pair work
Teacher in matching game
Indirectly adds S to verbs to
refer to singular 3rd person
In group work students
solve a grammar exercise
Teacher introduces
a new topic about job &
motivates them to discuss
Teacher asks about any
words related to jobs, &
plays vocabulary games
with students
Watch a video to apply ADJ in
real World related to jobs
Why CLT Collaborative work, information-based tasks and
tasks which involves students in negotiation with
taking risks are emphasized.
SLA Theory
Communicative Approach
Approach to LL
Social InteractionLanguage View
CommunicativeSchool of Thought:
Constructivists
Theme for teaching
Designed for Intermediate-level learners
CommunicativeMethodology
Lesson Theme:
Jobs & word of Praise
Topic-driven Syllabus
Learning Techniques
Complete a diagram, sorting, game & jigsaw exercises1
2
3
4
5
Class Discussion about real world topic (jobs)
Grammar in communicative contexts with matching exercise
Dialogue & Role play
Fun speaking activity after watching a video
Students are able to…at the end of lesson
Writing about
different jobs in
their family
Grammar: using
simple present
tense
Increase power
of guessing in
dealing with
new words
Learn different
vocabulary in
words for
praise Listening for
key words
Speaking:describing
jobs & workplaces
Objectives
Support teaching with Cognitive Linguistics
Go beyond functional
Explanation ofLinguistics
form
LanguageCommunication
cognition
CL
ON
THE
PLUS
SIDE
Language learnedFrom Usage & basic
unit of language representation are
CostructionForm-meaning
Mapping in child L1Leaner & adult L2
Lrarner
Explain languageInterfaces with
Conceptual structure as this
established during Child L1
& change during Adult L2
Language Learning
La
ng
ua
ge n
etwo
rk
Hudsons’Word Grammar
WG
Grammar & vocabulary follow very similar pattern
in acquisition
Meanings are embedded in culture
Language is based on usage
Language is (symbolic) network
Language is just knowlege
Brief History
of WG
Language is network
Knowledge is Network too
WG Theories
• early 1980s - Hudson first used WG (Hudson 1984);
basically, a theory of grammar where words played a
significant role -the only units of syntax; the largest
units of morphology.
• has developed around three decades by borrowing
ideas from a selection of other theories of language
structure (e.g., Systemic Functional Grammar,
Generative Grammar, artificial intelligence,
psycholinguistics and sociolinguistics).
WG and combination of 3 Super-Lexicons
• Language is a cognitive network of 3 units:
form, words and sounds.
(Hudson;1984; Goldberg, 1995: Langacker, 2000).
• no ‘rules’ but there are plenty ‘of generalization’.
• WG ‘isa’ relation; e.g. CAT isa Noun, This relation carries the
basic logic of generalization called ‘ inheritance,’
Through the Teaching Procedure in a Linguistic way
Source: Richards, Hall and Proctor (2005, page 8)
Vocabulary is a network (Noun category)
is a is a
Noun
Fisherman Fish ?
? ?
Network neighbors
Vocabulary is a network
is a is a
Noun
Fisherman Fish Sea
Boat
Beach
Net
River
Sea-animals
animals
Vocabulary is a network
is a is a
Noun
Lumberjack ? ?
? ?
?
Vocabulary is a network
is a is a
Noun
Lumberjack
Tree jungle
saw
hammer
wood
lorry
woodcutter
Vocabulary is a network
is a is a
Noun
Dancer Dance ?
? ?
Network neighbor
Vocabulary is a network
is a is a
Noun
Dancer Dance music
ballade
Audience
Dance studio
Cds
Show room
Source: Richards, Hall and Proctor (2005, page 8)
Source: Richards, Hall and Proctor (2005, page 9)
word
Singular Verb
s
f
stem
S-variantWord-form
Grammar is network ( Verb category)
word
works
s
Work
stem
S-variantWord-form
Grammar is network
word
builds
s
Build
stem
S-variantWord-form
Grammar is network
Morphology of Plural Nouns
Verb Sara
cooks motherW‘
Noun
Subject
Before
Subject
Before
Inheritance & Generalization
Syntax in Network
Verb Doctor
cares nurse
Noun
Subject
Before
Subject
Before
Source: Richards, Hall and Proctor (2005, page 9)
Source: Richards, Hall and Proctor (2005, page 9)
Adjective
?
? ?
great
Dancer
Dependent
Adj network,
ADJ Category
Adjective
terrific
wonderful fantastic
great
Dancer
Dependent
ADJ Category
Adjective
outstanding
marvelous super
excellent
Photographer
Dependent
ADJ Category
Watch a video to practice these
Adjective neighbors
Jason: Look at that!
Andrea: Great!
Jason: Look at that!
Andrea: Sensational!
Great, sensational!
Jason: What do you think of that?
Andrea: Amazing!
Amazing!
Jason: What do you think of that?
Andrea: Terrific! Amazing
Jason: Look over here. What do you think of them?
Andrea: They're wonderful!
Source: Lefferts, George (1991), Episode 17, Act 3.
Jason: Oooh, look at them!
Andrea: All right!
They're fabulous!
Wonderful, fabulous!
Jason: Check this out. What do you think of him?
Andrea; He's marvelous!
Jason: Ooh! Listen to that!
Andrea: Wow! He's incredible!
Marvelous, incredible!
Jason: Look at him!
Andrea: He's fantastic!
Jason: Look at him!
Andrea: He's super!
Jason and Andrea: Fantastic, super!
Great!
Sensational!
Amazing!
Terrific!
Fantastic!
Super!
Wonderful!
Fabulous!
Marvelous!
Incredible!
OUTSTANDING!
Source: Lefferts, George (1991), Episode 17, Act 3.
Conclusion
WG & language network can be used in teaching all
4-skills to learners in a simple and applicable wayHudson’s Perspective in WG : Language is network
L1 is
network
Grammar is
network
More general
Patterns of
Morphology &
syntax
Are network
L2
is
network
References
Creider, Chet and Hudson, Richard (2006). 'Case agreement in
Ancient Greek: Implications for a theory of covert elements.’
In Sugayama, Kensei & Hudson, Richard (eds.), Word
Grammar. New Perspectives on a Theory of Language
Structure. London: Continuum. 35-53.
Hudson, Richard. (2007b). Language networks: the New Word
Grammar. Oxford: Oxford University Press.
Hudson, Richard. (1997a). 'Inherent variability and linguistic
theory' Cognitive Linguistics 8: 73-108.
Hudson, Richard. 1990. English Word Grammar. Oxford:
Blackwell.
Hudson, Richard. (1984). Word Grammar. Oxford: Blackwell.
Lefferts, George (Writer) & Sedwich, Anne and M. Mazuer
(Directors).(1991) Photo finish [Episode 17]. In A.
Cooperman (Producer), Family Album USA. New York:
Maxwell Macmillan International Publishing Group.
Richards, J.C., Hull, J., & Proctor, S. (2005). Interchange 1
(3rd ed.). Cambridge: Cambridge University Press.
Robinson, P. and N. Ellis (eds). 2008. Hand Book Of
Cognitive Linguistics & Second Language Acquisition.
By Rutledge: Taylor & Francis