Applying the Cognitive Linguistics Approach to Teaching English Prepositions in, on at in the Indonesian EFL Class Room  

Oleh:

Wijaya, David

Jenis: Article from Proceeding
Dalam koleksi: CONEST 11: The Eleventh International Converence on English Studies, Jakarta, Unika Atma Jaya, page 27-31.
Topik: prepositions; cognitive linguistics; primary meanings; metaphorized uses; semantics; proto-scenes; Indonesian EFL learners
Fulltext: hal 27-31 David Wijaya.pdf (8.7MB)

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Perpustakaan PKBB Nomor Panggil: 406 CES 11 Non-tandon: 1 (dapat dipinjam: 1) Tandon: 1

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In this paper, I propose the Cognitive Linguistics (henceforth CL) approach to teaching English prepositions in, on and at to Indonesian learners of English and incorporate the approach into Input Processing instruction to enhance learning. English prepositions have been one of the most difficult areas of acquisition for Indonesian EFL learners. This difficulty is largely due to the polysemous nature of English prepositions and cross-linguistic differences. Their polysemous nature is indicated by their uses in describing not only our interaction with objects in physical space but also in abstract domains, such as in describing time and circumstances. Additionally, the cross-linguistic differences can have negative effects on learning these prepositions because Indonesian prepositions work differently from English and there is no one-to-one translation from English to Indonesian. To address these two major issues, the approach must be cognitively oriented because of two reasons. First, CL holds that in the abstract uses, the spatial meanings are metaphorically extended. Unlike the traditional approach which encourages learners to rote-memorize the more metaphorized uses, the CL approach alternatively helps learners see the primary meanings, or the protoscenes, of the spatial uses and their relations to the metaphorized ones. Second, it takes into account the cross-linguistic differences by informing learners of how the differences may cause problems. Afterwards, input-based activities must be given to consolidate the formmeaning connection. These stages of teaching are all parts of the so-called Input Processing instruction. If teachers manage to instruct learners in this way, they can assist learners in their acquisition.

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