A Cognitive Linguistics Study of the Conceptual Derivation of Word Meaning

Autor/in	Aajami, Raghad Fahmi
Titel	A Cognitive Linguistics Study of the Conceptual Derivation of Word Meaning
Quelle	In: Arab World English Journal, 11 (2020) 4, S.233-235 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Aajami, Raghad Fahmi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-9327
Schlagwörter	Psycholinguistics; Second Language Learning; Second Language Instruction; English (Second Language); Vocabulary Skills; Language Usage; Linguistic Theory; Semantics; Comparative Analysis; Undergraduate Students; Pretests Posttests; Correlation; Concept Formation; Foreign Countries; Models; Teaching Methods; Computer Software; Iraq + Suchen Sie Ihr Suchwort? Psycholinguistik; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Aktiver Wortschatz; Sprachgebrauch; Linguistische Theorie; Semantik; Korrelation; Concept learning; Begriffsbildung; Ausland; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode; Irak
Abstract	To maintain understanding, usage, and interrelations of English vocabularies by Iraqi second language learners (L2) is a challenging mission. In the current study, the cognitive linguistic theory of domains by Langacker (1987) is adopted to provide new horizons in learning vocabulary and qualify Iraqi students with a deep knowledge analysis of the meanings of lexical concepts. This paper aims to test the validity of expanding the English language vocabulary for second language learners from Iraq through domains theory. It also attempts to find how the domains theory supports L2 learners in identifying meanings related to lexical concepts. Accordingly, an experimental study is conducted on fifty-eight university students of the second year level from the University of Baghdad, Iraq. The pre and post-tests are analyzed by using the Editor for the Statistical Package for Social Sciences (SPSS). The results show the following: First, a progression of more than (0.05=) is discovered in terms of students' understanding of the interrelationships between lexical concepts. Second, a new vision is dealt with to connect lexical concepts with their meanings according to the focus of the speakers using Langacker's theory. Third, domains theory (profile/ base organization, active zone, and the perceptual basis for knowledge representation) has proven effective in expanding Iraqi students' treatment and perception of semantic domains of English lexical concepts precisely. (As Provided).
Anmerkungen	Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01