Item Details

Cognitive Linguistics, Sociocultural Theory and Content and Language Integrated Learning: Researching Development of Polysemous L2 Lexis

Issue: Vol 6 No. 2 (2019)

Journal: Language and Sociocultural Theory

Subject Areas: Writing and Composition Linguistics

DOI: 10.1558/lst.35805

Abstract:

This study applies cognitive linguistics (CL) to what Llinares et al. (2012) refers to as the three overlapping theoretical perspectives of content and language integrated learning (CLIL): (a) systemic functional linguistics, (b) Vygotskian-based sociocultural theory, and (c) dialogic inquiry. CL is complimentary to these theoretical perspectives because it views language development as conceptually motivated, meaning making, and usage-based (Langacker, 2000). Academic genre-based theory is another factor integrating content, language, and learning in CLIL. The specific meaning-meaning making under analysis is polysemous lexis that has both everyday and scientific (Vygotsky, 1978) or genre-specific meanings. Results of an empirical study indicate that using a CL-based approach within the zone of proximal development raises L2 learners' awareness of the metonymically motivated extension in meaning from everyday to genre-specific and significantly improves their comprehension of both meanings. This study concludes that by including CL as a conceptual link CLIL's pedagogical efficacy could be enhanced to further integrate content, language and learning: i.e., content and language conceptually integrated learning.

Author: Kent Hill

View Full Text

References :

Bakhtin, M. (1986). Speech Genres and Other Essays. Austin, TX: The University of Texas Press.

Boers, F. and Lindstromberg, S. (2008). How cognitive linguistics can foster effective vocabulary teaching. In F. Boers and S. Lindstromberg (Eds), Cognitive Linguistic Approaches to Teaching Vocabulary and Phraseology, 1–61. Berlin: Mouton de Gruyter. https://doi.org/10.1515/9783110199161.1.1

Brooks, L., Swain, M., Lapkin, S., and Knouzi, I. (2010). Mediating between scientific and spontaneous concepts through languaging. Language Awareness 19: 89–110. https://doi.org/10.1080/09658410903440755

Butler, C. (2013). Systemic Functional Linguistics, Cognitive Linguistics and psycholinguistics. Functions of Language 20 (2): 185–218. https://doi.org/10.1075/fol.20.2.03but

Coyle, D., Hood, P., and Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge: Cambridge University Press.

Coxhead, A. (2000). A new academic word list. TESOL Quarterly 34 (2): 213–238. https://doi.org/10.2307/3587951

Coxhead, A. (2006). Essentials of Teaching Academic Vocabulary. Boston, MA: Heinle Cengage Learning.

Croft, W. and Cruse, D. A. (2004). Cognitive Linguistics. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511803864

Dafouz, E. and Hibler, A. (2013). ‘Zip your lips’ or ‘Keep quiet’: Main teachers’ and language assistants’ classroom discourse in CLIL settings. The Modern Language Journal 97 (3): 655–669. https://doi.org/10.1111/j.1540-4781.2013.12026.x

Dale, L. and Tanner, R. (2012). CLIL Activities: A Resource for Subject and Language Teachers. Cambridge: Cambridge University Press.

Daniels, H. (2001). Vygotsky and Pedagogy. New York: Routledge.

Duncan, R. (Ed.) (2014). Oxford Learner’s Dictionary of Academic English. Oxford: Oxford University Press.

Eldridge, J, Neufeld, S., and Hancioglu, N. (2010). Towards a lexical framework for CLIL. International CLIL Research Journal 1 (3): 88–103.

Gardner, D. and Davies, M. (2013). A new academic vocabulary list. Applied Linguistics 2014 35 (3): 305–327. https://doi.org/10.1093/applin/amt015

Genesee, F. and Hamayan, E. (2016). CLIL in Context: Practical Guidance for Educators. Cambridge: Cambridge University Press.

Goldberg, A. (1995). Constructions: A Construction Grammar Approach to Argument Structure. Chicago, IL: The University of Chicago Press.

Haenen, J. (2001). Outlining the teaching-learning process: Piotr Gal’perin’s contribution. Learning and Instruction 11: 157–170. https://doi.org/10.1016/S0959-4752(00)00020-7

Halliday, M. (1994). An Introduction to Functional Grammar. New York: Edward Arnold.

Halliday, M. and Matthiessen, C. (1999). Construing Experience through Meaning: A Language-based Approach to Cognition. London: Cassell.

Heacock, P. (Ed.) (2009). Cambridge Academic Content Dictionary. Cambridge: Cambridge University Press.

Hill, K. (2012). The socially embedded and dynamically embodied nature of metonymy’s prototypicality. The International Journal of Cognitive Linguistics 2 (2). 1–20.

Hill, K. (2015). Researching and teaching metonymy from a socially-embedded cognitive linguistics perspective to English as a foreign language (EFL) learners. In K. Masuda, C. Arnett, and A. Labarca (Eds), Cognitive Linguistics and Sociocultural Theory: Applications for Second and Foreign Language Teaching, 127–154. Berlin: Mouton de Gruyter. https://doi.org/10.1515/9781614514442-008

Holme, R. (2003). Grammatical metaphor as a cognitive construct. In A. Simon-Vandergergen, M. Taverniers, and L. Ravelli (Eds), Grammatical Metaphor: Views from Systemic Functional Linguistics, 391–415. Amsterdam: John Benjamins. https://doi.org/10.1075/cilt.236.21hol

Holme, R. (2007). Sociocultural approaches to second language learning: The contribution of cognitive linguistic approaches. In R. Alanen and S. Poyhonen (Eds), Language in Action: Vygotsky and Leontievian Legacy Today, 203–222. Cambridge: Cambridge Scholars Publishing.

Karimi-Aghdam, S. (2016). A dialectical reading of Dynamic Systems Theory: Transcending socialized cognition and cognized social dualism in L2 studies. Language and Sociocultural Theory, 3 (1): 55–82. https://doi.org/10.1558/lst.v3i1.27547

Langacker, R. (1987). Foundations of Cognitive Grammar. Stanford, CA: Stanford University Press.

Langacker, R. (2000). Grammar and Conceptualization. Berlin: Mouton de Gruyter. https://doi.org/10.1515/9783110800524

Lantolf, J. (2000). Sociocultural Theory and Second Language Learning. Oxford: Oxford University Press.

Lantolf, J. and Thorne, S. (2006). Sociocultural Theory and the Genesis of Second Language Development. Oxford: Oxford University Press.

Lantolf, P. and Poehner, M. (2014). Sociocultural Theory and the Pedagogical Imperative in L2 Education. New York: Routledge. https://doi.org/10.4324/9780203813850

Lantolf, J., Kurtz, L., and Kisselev, O. (2016). Understanding the revolutionary character of L2 development in the ZPD: Why levels of mediation matter. Language and Sociocultural Theory, 3 (2): 153–171. https://doi.org/10.1558/lst.v3i2.32867

Lasagabaster, D. and Doiz, A. (2015). A longitudinal study on the impact of CLIL on affective factors. Applied Linguistics 2015: 1–26. https://doi.org/10.1093/applin/amv059

Liamkina, O. and Ryshina-Pankova, M. (2012). Grammar dilemma: Teaching grammar as a resource for making meaning. The Modern Language Journal 96 (2): 270–289. https://doi.org/10.1111/j.1540-4781.2012.01333_1.x

Littlemore, J. (2009). Applying Cognitive Linguistics to Second Language Learning and Teaching. Basingstoke: Palgrave Macmillan. https://doi.org/10.1057/9780230245259

Littlemore, J. (2015). Metonymy: Hidden Shortcuts in Language, Thought and Communication. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781107338814

Llinares, A., T., Morton, T. and Whittaker, R. (2012). The Roles of Language in CLIL. Cambridge: Cambridge University Press.

Llinares, A. and Morton, T. (2017). Applied Linguistics Perspectives on CLIL. Amsterdam: John Benjamins. https://doi.org/10.1075/lllt.47

Luria, A. (1976). Cognitive Development. Cambridge, MA: Harvard University Press.

Martin, J. R. (2009). Genre and language learning: A social semiotic perspective. Linguistics and Education 20: 10–21. https://doi.org/10.1016/j.linged.2009.01.003

Masuda, K., Arnett, C. and Labarca, A. (Eds) (2015). Cognitive Linguistics and Sociocultural Theory: Applications for Second and Foreign Language Teaching. Berlin: Mouton de Gruyter. https://doi.org/10.1515/9781614514442

Mortimer, E. and Scott, P. (2003). Meaning Making in Secondary Science Classrooms. Philadelphia, PA: Open University Press.

Morton, T. (2010). Using a genre-based approach to integrating content and language in CLIL. In C. Dalton-Puffer, T. Nikula, and U. Smit (Eds), Language Use and Language Learning in CLIL Classrooms, 81–104. Amsterdam: John Benjamins. https://doi.org/10.1075/aals.7.05mor

Okihara, K. (2014). The background and basic assumptions of CLIL. Bulletin of Kyoto Notre Dame University 44: 49–60.

Poehner, M. (2016). Sociocultural theory and the dialectical-materialist approach to L2 development: Introduction to the special issue. Language and Sociocultural Theory, 3 (2): 133–152. https://doi.org/10.1558/lst.v3i2.32869

Roquet, H. and Perez-Vidal, C. (2015). Do productive skills improve in content and language integrated learning contexts? The case of writing. Applied Linguistics 2015: 1–24. https://doi.org/10.1093/applin/amv050

Rosch, E. (1978). Principles of categorization. In E. Rosch and B. Lloyd (Eds), Cognition and Categorization, 27–48. Hillsdale, NJ: Lawrence Erlbaum.

Swain, M., Kinnear, P., and Steinman, L. (2015). Sociocultural Theory in Second Language Education: An Introduction through Narratives. Bristol: Multilingual Matters. https://doi.org/10.21832/9781783093182

Taylor, J. (2003). Cognitive Grammar. Oxford: Oxford University Press.

Tomasello, M. (2003). Constructing a Language: A Usage-based Theory of Language Acquisition. Cambridge, MA: Harvard University Press.

Tyler, A. (2012). Cognitive Linguistics and Second Language Learning: Theoretical Basics and Experimental Evidence. New York: Routledge. https://doi.org/10.4324/9780203876039

Ungerer, F. and Schmid, H. J. (1996). An Introduction to Cognitive Linguistics. Harlow: Longman.

Vygotsky, L. S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.

Vygotsky, L. S. (1986). Thought and Language. Cambridge, MA: The MIT Press.

Wells, G. (1994). Learning and teaching ‘scientific concepts’: Vygotsky’s ideas revisited. Paper presented at the Vygotsky and the Human Sciences Conference in Moscow.

Wells, G. (1999). Dialogic Inquiry: Towards a Sociocultural Practice and Theory of Education. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511605895

White, B. (2012). A conceptual approach to the instruction of phrasal verbs. The Modern Language Journal 96 (3): 419–438. https://doi.org/10.1111/j.1540-4781.2012.01365.x