THE PROTOTYPE APPROACH TO TEACHING THE NEGATIVE PREFIXES DE- AND UN- TO KURDISH EFL STUDENTS
Keywords:
Cognitive Grammar, traditional approach, prototype and periphery, polysemy, negative prefix, online teaching, Kurdish EFL students
Abstract
comparing two pedagogical models: traditional and modern. The traditional model relies on form-focused repetition, while the modern model, inspired by Cognitive Grammar, adopts a meaning-oriented approach, emphasizing the coherent category formed by various senses of a linguistic unit. The study highlights the significance of polysemy in grammar instruction, arguing that a negative prefix encompasses multiple senses beyond its morphological function. The study utilized an online-based classroom for both treatments, employing three tests and a questionnaire as data collection tools. The research concludes that the cognitive meaning-based approach proves more effective than the traditional form-focused method in teaching the selected negative prefixes. Furthermore, the study demonstrates the successful application of this approach in an online setting, as indicated by the questionnaire responses
Downloads
Download data is not yet available.
References
Achard, M. (2004). Grammatical instruction in the natural approach: A cognitive grammar view. In M. Achard & S. Niemeier (Eds.), Cognitive Linguistics, Second Language Acquisition, and Foreign Language Teaching (pp.165-194). De Gruyter: New York.
Barnett, S. M., & Ceci, S. J. (2002). When and where do we apply what we learn?: A taxonomy for far transfer. Psychological Bulletin, 128(4), 612–637
Biber, D., Conrad, S. & Leech, G.N. (2002). Longman Student Grammar of Spoken and Written English. Harlow: Longman.
Bielak, J. & Pawlak, M. (2013). Applying Cognitive Grammar in the Foreign Language Classroom: Teaching English Tense and Aspect. Heidelberg: Springer.
Boers, F. (2004). Expanding Learners' Vocabulary Through Metaphor Awareness: What Expansion, What Learners, What Vocabulary?. In M. Achard & S. Niemeier (Eds.), Cognitive Linguistics, Second Language Acquisition, and Foreign Language Teaching (pp. 211-232). De Gruyter: New York.
Broccias, C. (2008). Cognitive linguistic theories of grammar and grammar teaching. In S. De Knop, & T. De Rycker (Eds.), Cognitive approaches to pedagogical grammar (pp. 67-90). Berlin: Walter de Gruyter
Brown, K. & Miller, J. (2013). The Cambridge Dictionary of Linguistics. Cambridge: Cambridge University Press.
Cruse, A. (2006). Glossary of semantics and pragmatics. Edinburgh University Press.
Cho, K. (2010). Fostering the acquisition of English prepositions by Japanese learners with networks and prototypes. In De Knop, S., Boers, F. & De Rycker, A. (Eds), Fostering Language Teaching Efficiency through Cognitive Linguistics (pp. 257-276) De Gruyter: New York.
Csábi, S. (2004). A Cognitive Linguistic View of Polysemy in English and its Implications for Teaching. In M. Achard, & S. Niemeier (Eds), Cognitive Linguistics, Second Language Acquisition, and Foreign Language Teaching (pp. 233-256). De Gruyter: New York.
Evans, V. (2019). Cognitive Linguistics. A complete guide. Edinburgh: Edinburgh University Press.
Farhady, H., Jafarpur, A. & Birjandi, P. (1994). Testing language skills: From Theory to Practice. Tehran: SAMT Publications.
Hamawand, Z. (2009). The Semantics of English Negative Prefixes. Sheffield: Equinox.
Hamawand, Z. (2011). Morphology in English: Word formation in cognitive grammar. Bloomsbury Publishing
Hamawand, Zeki. (2016). Semantics. A cognitive account of linguistic meaning. Sheffield: Equinox.
Holme, R. (2009). Cognitive linguistics and language teaching. Basingstoke: Palgrave Macmillan.
Huddleston, R.D. & Pullum, G.K. (2002). The Cambridge Grammar of the English Language. Cambridge: Cambridge University Press.
Ingram, D.E. (1985). Assessing proficiency: An overview on some aspects of testing. Modelling and assessing second language acquisition, (pp.215-276).
Katamba, F. & Stonham, J. (2006). Morphology. Basingstoke: Palgrave
Lado, R. (1961). Language Testing: The Construction and Use of Foreign Language Tests: A Teacher’s Book. London: Longmans
Langacker, R.W. (1987). Foundations of Cognitive Grammar. Stanford: Stanford University Press.
Langacker, Ronald W. (1991). Foundations of cognitive grammar: Vol. 2. Descriptive applications. Stanford: Stanford University Press.
Langacker, R.W. (1999). Grammar and Conceptualization. Berlin: Mouton De Gruyter
Langacker, R.W. (2008a). The relevance of Cognitive Grammar for language pedagogy. In S. De Knop & T. De Rycker (Eds.), Cognitive Approaches to Pedagogical Grammar: A Volume in Honour of René Dirven (pp. 7-36). De Gruyter: New York.
Langacker, R.W. (2008b). Cognitive grammar as a basis for language instruction. In P. Robinson, & N. C. Ellis, Handbook of cognitive linguistics and second language acquisition, (pp. 76-98). Routledge: New York.
Langacker, R.W. (2008c). Cognitive Grammar. A basic introduction. Oxford: Oxford University Press.
Langacker, R.W. (2013). Essentials of cognitive grammar. Oxford University Press.
Littlemore, J. (2009). Applying cognitive linguistics to second language learning and teaching. Palgrave Macmillan: New York.
Masuda, K. (2018). Cognitive Linguistics and Japanese Pedagogy: A Usage-Based Approach to Language Learning and Instruction. De Gruyter: Berlin.
Plag, I. (2003). Word-Formation in English (2nd ed.). Cambridge University Press
Queller, K. (2001). A usage-based approach to modeling and teaching the phrasal lexicon. In Applied cognitive linguistics, 2, pp.55-83.
Quirk, R., Greenbaum, S., Leech, G. & Svartvik, J. (1985). A Comprehensive grammar of the English language. London: Longman.
Rosch, E. & Mervis, C.B. (1975). Family resemblances: Studies in the internal structure of categories. Cognitive psychology, 7(4), pp.573-605.
Rosch, Eleanor. (1977). Human categorization. In N. Warren (Ed.) Studies in Cross-Cultural Psychology 1, pp.3-49.
Rosch, Eleanor. (1978). Principles of categorisation. In E. Rosch & B. B. LIoyd (Eds) Cognition and Categorisation, (pp.27-48).
Taraszka-Drożdż, B. (2020). The Cognitive Grammar View of Lexical Polysemy and Its Application in Foreign Language Pedagogy. In Second language learning and teaching (pp.67-83). Springer: Switzerland.
Tyler, A. & Evans, V. (2004). Applying cognitive linguistics to pedagogical grammar: The case of over. In M. Achard & S. Niemeier (Eds.), Cognitive Linguistics, Second Language Acquisition, and Foreign Language Teaching, (pp.257-280).
Tyler, A., Mueller, C., & Ho, V.B. (2011). Applying Cognitive Linguistics to Learning the Semantics of English to, for and at: An Experimental Investigation. Vigo International Journal of Applied Linguistics, 8, pp.180-205.
Tyler, A. (2012). Cognitive Linguistics and Second Language Learning: Theoretical Basics and Experimental Evidence. Routledge: New York and London.
Verspoor, M. & Lowie, W., (2003). Making sense of polysemous words. Language learning, 53(3), pp.547-586.
Verspoor, M. H., & Huong, N. T. (2008). Cognitive grammar and teaching English articles to Asian students. In Du fait grammatical au fait cognitif (pp. 249-268). Presses Universitaires de Bordeaux.
Wirag, A. (2021). The Construction and Efficiency of Prototype Definitions for the EFL Learner's Dictionary: An Empirical Study in Applied Cognitive Linguistics. WVT Wissenschaftlicher Verlag Trier.
Wirag, A., Li, Y. & Zhang, B. (2022). Applying cognitive linguistics to foreign language teaching and learning: Addressing current research challenges. Cognitive Linguistic Studies, 9(2), pp.185-201.
Winters, M.E. & Nathan, G.S. (2020). Cognitive linguistics for linguists. Springer: Berlin.
Wong, M.H.I., Zhao, H. & MacWhinney, B. (2018). A cognitive linguistics application for second language pedagogy: The English preposition tutor. Language Learning, 68(2), pp.438-468
Barnett, S. M., & Ceci, S. J. (2002). When and where do we apply what we learn?: A taxonomy for far transfer. Psychological Bulletin, 128(4), 612–637
Biber, D., Conrad, S. & Leech, G.N. (2002). Longman Student Grammar of Spoken and Written English. Harlow: Longman.
Bielak, J. & Pawlak, M. (2013). Applying Cognitive Grammar in the Foreign Language Classroom: Teaching English Tense and Aspect. Heidelberg: Springer.
Boers, F. (2004). Expanding Learners' Vocabulary Through Metaphor Awareness: What Expansion, What Learners, What Vocabulary?. In M. Achard & S. Niemeier (Eds.), Cognitive Linguistics, Second Language Acquisition, and Foreign Language Teaching (pp. 211-232). De Gruyter: New York.
Broccias, C. (2008). Cognitive linguistic theories of grammar and grammar teaching. In S. De Knop, & T. De Rycker (Eds.), Cognitive approaches to pedagogical grammar (pp. 67-90). Berlin: Walter de Gruyter
Brown, K. & Miller, J. (2013). The Cambridge Dictionary of Linguistics. Cambridge: Cambridge University Press.
Cruse, A. (2006). Glossary of semantics and pragmatics. Edinburgh University Press.
Cho, K. (2010). Fostering the acquisition of English prepositions by Japanese learners with networks and prototypes. In De Knop, S., Boers, F. & De Rycker, A. (Eds), Fostering Language Teaching Efficiency through Cognitive Linguistics (pp. 257-276) De Gruyter: New York.
Csábi, S. (2004). A Cognitive Linguistic View of Polysemy in English and its Implications for Teaching. In M. Achard, & S. Niemeier (Eds), Cognitive Linguistics, Second Language Acquisition, and Foreign Language Teaching (pp. 233-256). De Gruyter: New York.
Evans, V. (2019). Cognitive Linguistics. A complete guide. Edinburgh: Edinburgh University Press.
Farhady, H., Jafarpur, A. & Birjandi, P. (1994). Testing language skills: From Theory to Practice. Tehran: SAMT Publications.
Hamawand, Z. (2009). The Semantics of English Negative Prefixes. Sheffield: Equinox.
Hamawand, Z. (2011). Morphology in English: Word formation in cognitive grammar. Bloomsbury Publishing
Hamawand, Zeki. (2016). Semantics. A cognitive account of linguistic meaning. Sheffield: Equinox.
Holme, R. (2009). Cognitive linguistics and language teaching. Basingstoke: Palgrave Macmillan.
Huddleston, R.D. & Pullum, G.K. (2002). The Cambridge Grammar of the English Language. Cambridge: Cambridge University Press.
Ingram, D.E. (1985). Assessing proficiency: An overview on some aspects of testing. Modelling and assessing second language acquisition, (pp.215-276).
Katamba, F. & Stonham, J. (2006). Morphology. Basingstoke: Palgrave
Lado, R. (1961). Language Testing: The Construction and Use of Foreign Language Tests: A Teacher’s Book. London: Longmans
Langacker, R.W. (1987). Foundations of Cognitive Grammar. Stanford: Stanford University Press.
Langacker, Ronald W. (1991). Foundations of cognitive grammar: Vol. 2. Descriptive applications. Stanford: Stanford University Press.
Langacker, R.W. (1999). Grammar and Conceptualization. Berlin: Mouton De Gruyter
Langacker, R.W. (2008a). The relevance of Cognitive Grammar for language pedagogy. In S. De Knop & T. De Rycker (Eds.), Cognitive Approaches to Pedagogical Grammar: A Volume in Honour of René Dirven (pp. 7-36). De Gruyter: New York.
Langacker, R.W. (2008b). Cognitive grammar as a basis for language instruction. In P. Robinson, & N. C. Ellis, Handbook of cognitive linguistics and second language acquisition, (pp. 76-98). Routledge: New York.
Langacker, R.W. (2008c). Cognitive Grammar. A basic introduction. Oxford: Oxford University Press.
Langacker, R.W. (2013). Essentials of cognitive grammar. Oxford University Press.
Littlemore, J. (2009). Applying cognitive linguistics to second language learning and teaching. Palgrave Macmillan: New York.
Masuda, K. (2018). Cognitive Linguistics and Japanese Pedagogy: A Usage-Based Approach to Language Learning and Instruction. De Gruyter: Berlin.
Plag, I. (2003). Word-Formation in English (2nd ed.). Cambridge University Press
Queller, K. (2001). A usage-based approach to modeling and teaching the phrasal lexicon. In Applied cognitive linguistics, 2, pp.55-83.
Quirk, R., Greenbaum, S., Leech, G. & Svartvik, J. (1985). A Comprehensive grammar of the English language. London: Longman.
Rosch, E. & Mervis, C.B. (1975). Family resemblances: Studies in the internal structure of categories. Cognitive psychology, 7(4), pp.573-605.
Rosch, Eleanor. (1977). Human categorization. In N. Warren (Ed.) Studies in Cross-Cultural Psychology 1, pp.3-49.
Rosch, Eleanor. (1978). Principles of categorisation. In E. Rosch & B. B. LIoyd (Eds) Cognition and Categorisation, (pp.27-48).
Taraszka-Drożdż, B. (2020). The Cognitive Grammar View of Lexical Polysemy and Its Application in Foreign Language Pedagogy. In Second language learning and teaching (pp.67-83). Springer: Switzerland.
Tyler, A. & Evans, V. (2004). Applying cognitive linguistics to pedagogical grammar: The case of over. In M. Achard & S. Niemeier (Eds.), Cognitive Linguistics, Second Language Acquisition, and Foreign Language Teaching, (pp.257-280).
Tyler, A., Mueller, C., & Ho, V.B. (2011). Applying Cognitive Linguistics to Learning the Semantics of English to, for and at: An Experimental Investigation. Vigo International Journal of Applied Linguistics, 8, pp.180-205.
Tyler, A. (2012). Cognitive Linguistics and Second Language Learning: Theoretical Basics and Experimental Evidence. Routledge: New York and London.
Verspoor, M. & Lowie, W., (2003). Making sense of polysemous words. Language learning, 53(3), pp.547-586.
Verspoor, M. H., & Huong, N. T. (2008). Cognitive grammar and teaching English articles to Asian students. In Du fait grammatical au fait cognitif (pp. 249-268). Presses Universitaires de Bordeaux.
Wirag, A. (2021). The Construction and Efficiency of Prototype Definitions for the EFL Learner's Dictionary: An Empirical Study in Applied Cognitive Linguistics. WVT Wissenschaftlicher Verlag Trier.
Wirag, A., Li, Y. & Zhang, B. (2022). Applying cognitive linguistics to foreign language teaching and learning: Addressing current research challenges. Cognitive Linguistic Studies, 9(2), pp.185-201.
Winters, M.E. & Nathan, G.S. (2020). Cognitive linguistics for linguists. Springer: Berlin.
Wong, M.H.I., Zhao, H. & MacWhinney, B. (2018). A cognitive linguistics application for second language pedagogy: The English preposition tutor. Language Learning, 68(2), pp.438-468
Published
2023-09-18
How to Cite
HAMAWAND, Z. S., & HUSSIEN, R. Q. (2023). THE PROTOTYPE APPROACH TO TEACHING THE NEGATIVE PREFIXES DE- AND UN- TO KURDISH EFL STUDENTS. Journal of Duhok University, 26(2), 83-103. https://doi.org/10.26682/hjuod.2023.26.2.7
Section
Humanities and Social Sciences
It is the policy of the Journal of Duhok University to own the copyright of the technical contributions. It publishes and facilitates the appropriate re-utilize of the published materials by others. Photocopying is permitted with credit and referring to the source for individuals use.
Copyright © 2017. All Rights Reserved.
