Using Cognitive Linguistics insights to teach be going to  

Oleh:

Gianina, Jovita ; Wijaya, David

Jenis: Article from Proceeding
Dalam koleksi: KOLITA 16: Konferensi Linguistik Tahunan Atma Jaya Keenam Belas Tingkat Internasional, page 249-253.
Topik: Cognitive Linguistics; embodied learning; Total Physical Response; Indonesian EFL learners
Fulltext: 249-253 Jovita Gianina, David Wijaya.pdf (359.09KB)

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Cognitive Linguistics (CL) is a usage-based approach to language that understands language as a reflection of human cognitive processes. Due to its focus on meaning conveyed by a given grammatical structure, it is becoming more popular in the field of instructed second language acquisition. This paper presents pedagogical techniques to teach the English future tense form be going to (BGT) that we developed based on findings of CL research into the semantics of the form. BGT has been described as prior intention and prediction based on current situations. A cognitive analysis conducted by Tyler and Jan (2016) reveals that BGT is highly related to human embodied experience and walk cycle. That is, BGT is constructed from the human physical activity of walking towards a goal. From this analysis, in addition to prior intention, imminence and inevitability emerge as other meanings of BGT. However, these meanings are very abstracts, and therefore pose problem to English learners. Corpus research indicates that BGT appears quite later in the development of learner language (Bardovi-Harlig, 2004). To help learners master these meanings, a teaching method grounded in embodied cognition could be beneficial for learners. The meanings of BGT can be introduced and rehearsed in learners’ cognition through embodied learning activities, such as Total Physical Response (TPR) and visualization strategies. In this paper, we first discuss why BGT is a difficult form to acquire from a cognitive perspective. Then, we will present an overview of a cognitive linguistic analysis of BGT that reveals how the meanings of BGT are derived from the human’s physical experience. After that, we will present our attempts to translate the analysis into a CL-inspired, teacher-led presentation that makes use of visualization strategies and classroom activities that employs TPR and other embodied learning activities. Finally, we will give research directions to explore the efficacy of this approach along with the proposed techniques.

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