About this paper

Appears in:
Pages: 2629-2634
Publication year: 2019
ISBN: 978-84-09-08619-1
ISSN: 2340-1079
doi: 10.21125/inted.2019.0706

Conference name: 13th International Technology, Education and Development Conference
Dates: 11-13 March, 2019
Location: Valencia, Spain

TEACHING EFL LEARNERS TO UNDERSTAND METAPHORS: COGNITIVE-LINGUISTIC THEORY APPLIED TO CLASSROOM ACTIVITIES

Y. Akimtseva1, D. Khramchenko2, L. Ryazantseva1, N. Bulaeva1

1Tula State Lev Tolstoy Pedagogical University (RUSSIAN FEDERATION)
2Moscow State Institute of International Relations (MGIMO University) of the Ministry of Foreign Affairs of Russia (RUSSIAN FEDERATION)
Teaching practice at the department of foreign languages of a pedagogical university shows that one of the major weaknesses of the educational process is training future linguists, translators and specialists in cross-cultural communication to recognize English metaphors, understand the basis for the hidden comparison and see how the semantic potential of a metaphor enriches written English discourse. This paper is devoted to the problem of searching for the most appropriate way to combine the results of substantial cognitive-linguistic research into conceptual metaphors with teaching methodology to enhance students’ professional competence and communicative skills. The research is based on the authors’ experience of using cognitive-linguistic method as an instrument for the analysis of conceptual metaphors in the lessons of cognitive linguistics and analytical reading, which can boost professional growth of non-native speaking undergraduate students. The better EFL learners understand and absorb typically British and American concepts, the more they integrate themselves into English linguocultural community. Therefore, such kind of analysis gives an opportunity not only to comprehend some concepts but also explain their contents. It means that conceptual analysis can be used to approach conceptual metaphors, i.e. the area that causes a lot of problems and misunderstanding for non-native speaking students. Analysis of extensive empirical material reveals that cognitive-linguistic method is a profound way of cognition and interpretation of conceptual metaphors as well as crucial for considerable improvement of the educational process in the sphere of linguistics and professional cross-cultural communication
@InProceedings{AKIMTSEVA2019TEA,
author = {Akimtseva, Y. and Khramchenko, D. and Ryazantseva, L. and Bulaeva, N.},
title = {TEACHING EFL LEARNERS TO UNDERSTAND METAPHORS: COGNITIVE-LINGUISTIC THEORY APPLIED TO CLASSROOM ACTIVITIES},
series = {13th International Technology, Education and Development Conference},
booktitle = {INTED2019 Proceedings},
isbn = {978-84-09-08619-1},
issn = {2340-1079},
doi = {10.21125/inted.2019.0706},
url = {https://dx.doi.org/10.21125/inted.2019.0706},
publisher = {IATED},
location = {Valencia, Spain},
month = {11-13 March, 2019},
year = {2019},
pages = {2629-2634}}
TY - CONF
AU - Y. Akimtseva AU - D. Khramchenko AU - L. Ryazantseva AU - N. Bulaeva
TI - TEACHING EFL LEARNERS TO UNDERSTAND METAPHORS: COGNITIVE-LINGUISTIC THEORY APPLIED TO CLASSROOM ACTIVITIES
SN - 978-84-09-08619-1/2340-1079
DO - 10.21125/inted.2019.0706
PY - 2019
Y1 - 11-13 March, 2019
CI - Valencia, Spain
JO - 13th International Technology, Education and Development Conference
JA - INTED2019 Proceedings
SP - 2629
EP - 2634
ER -
Y. Akimtseva, D. Khramchenko, L. Ryazantseva, N. Bulaeva (2019) TEACHING EFL LEARNERS TO UNDERSTAND METAPHORS: COGNITIVE-LINGUISTIC THEORY APPLIED TO CLASSROOM ACTIVITIES, INTED2019 Proceedings, pp. 2629-2634.
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