Abstract:

It’s widely common to encounter different challenges while teaching undergraduates to talk economics especially the first years since they don’t know much in economic theory, economic terms are mostly unfamiliar for them, when facing several synonyms they tend to get confused and pick up the wrong words thus constructing weird word combinations. Such difficulties invite us to review existing techniques aimed at eliminating complexity of the teaching process [Becker and Watts, 2006; Singh and Russo, 2013; Ray, 2018] and possibly suggest a new strategy in dealing with the mentioned above problems. Reflecting on 1000 small economic texts taken from weekly British magazine, the Economist, this paper suggests ways of structuring enormous economic discourse into understandable and practical frame models. What do these cognitive frame constructions imply and how can they be used to simplify the process of teaching? How can these frames help students express themselves even when they posses limited vocabulary and grammar structures?

Keywords:

Economic discourse, teach to talk economics, cognitive frame constructions.