{"id":19785,"date":"2013-09-25T17:13:56","date_gmt":"2013-09-25T16:13:56","guid":{"rendered":"http:\/\/anglist.ffzg.unizg.hr\/?p=19785"},"modified":"2020-10-08T17:52:27","modified_gmt":"2020-10-08T16:52:27","slug":"application-of-cognitive-linguistics-in-learning-and-teaching-l2","status":"publish","type":"post","link":"https:\/\/anglist.ffzg.unizg.hr\/?p=19785&lang=en","title":{"rendered":"Application of cognitive linguistics in learning and teaching L2 (arch.)"},"content":{"rendered":"

<\/p>\n

Course title:<\/strong> Application of cognitive linguistics in learning and teaching L2<\/b><\/span>
\n Instructors:<\/strong> Renata Geld, PhD<\/span>
\n ECTS credits<\/strong>: 5<\/span>
\n Status<\/strong>: elective <\/span>
\n Semester<\/strong>: III<\/strong><\/span>
\n Enrollment requirements<\/strong>: recommended for students with basic knowledge of cognitive linguistics<\/span><\/p>\n

Course description and objectives<\/strong>: The course offers fundamental aspects of the cognitive linguistic theoretical framework that are relevant for current trends in SLA and TEFL. Upon completing the course the students will be able to do the following: recognize relevant elements from the cognitive linguistic framework and apply them in practice; adjust teaching material and their approach to teaching lexicon and grammar by paying attention to the idea of cognitive motivation in language and its symbolic nature; and consolidate previous knowledge about language, language acquisition, and language teaching in terms of what they have learnt from the cognitive linguistic description of language.<\/span><\/p>\n

Week by week schedule:<\/b><\/span><\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
week<\/b><\/span><\/td>\nTopics<\/b><\/span><\/td>\n<\/tr>\n
1<\/span><\/td>\nFundamental concepts<\/span>
\n Introduction <\/span><\/td>\n<\/tr>\n
2<\/span><\/td>\nFundamental concepts: the nature of language and language vis-\u00e0-vis other cognitive processes <\/span><\/td>\n<\/tr>\n
3<\/span><\/td>\nFundamental concepts: aspects of conceptual structure and construal<\/span><\/td>\n<\/tr>\n
4<\/span><\/td>\nFundamental concepts: cognitive motivation in language \/ the nature of grammar\/lexicon<\/span><\/td>\n<\/tr>\n
5<\/span><\/td>\nREVISION<\/span>
\n Test 1<\/span><\/td>\n<\/tr>\n
6<\/span><\/td>\nLanguage as an experiential phenomenon: L1 vis-\u00e0-vis L2<\/span><\/td>\n<\/tr>\n
7<\/span><\/td>\nStrategic construal (L2 construal): cognitive learning strategies vis-\u00e0-vis general cognitive processes <\/span><\/td>\n<\/tr>\n
8<\/span><\/td>\nStrategic construal (L2 construal): from specificity to schematicity \/ from idiomaticity to grammar<\/span><\/td>\n<\/tr>\n
9<\/span><\/td>\nLearning L2 by insight: grammar as conceptual structure\/meaningfulness of grammar\/\u201dmaking sense\u201d of grammar <\/span><\/td>\n<\/tr>\n
10<\/span><\/td>\nREVISION<\/span>
\n Test 2 <\/span><\/td>\n<\/tr>\n
11<\/span><\/td>\n Ways of testing theory in practice<\/span><\/td>\n<\/tr>\n
12<\/span><\/td>\nWays of testing theory in practice: microproject I \u2013 plans and drafts<\/span><\/td>\n<\/tr>\n
13<\/span><\/td>\nConsolidation<\/span><\/td>\n<\/tr>\n
14<\/span><\/td>\nWays of testing theory in practice: microproject II \u2013 reports <\/span><\/td>\n<\/tr>\n
15<\/span><\/td>\nWays of testing theory in practice: microproject II \u2013 reports <\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

Required reading:
\n<\/strong>1) Achard, M. and Niemeier, S. (eds.) 2004. Cognitive Linguistics, Second Language Acquisition, and<\/i> Foreign Languge Teaching<\/i>. Walter de Gruyter Inc. (selected chapters)<\/span>
\n 2) Geld, R. and \u0110ur\u0111ek, S. 2009. Gradience in L2 procesing: the importance of the non-protoypical, u Brdar, M., Omazi\u0107, M. i Pavi\u010di\u0107-Taka\u010d V. (ed.) Cognitive Approaches to English: Some Fundamental Interdisciplinary and Applied Aspects, <\/i>Newcastle: Cambridge Scholars Publishing.<\/span>
\n 3) Geld, R. 2006. Konceptualizacija i vidovi konstruiranja zna\u010denja: temeljne postavke i pojmovi kognitivnolingvisti\u010dkog teorijskog okvira, Suvremena lingvistika<\/i>, 62, pp. 183-211.<\/span>
\n 4) Geld, R. 2006. Strate\u0161ko konstruiranje zna\u010denja engleskih fraznih glagola, Jezikoslovlje<\/i>, 7.1-2, str. 67-111.
\n5) Putz M., Niemeier S., Dirven R. (ed..) 2001. Applied Cognitive Linguistics I: Theory and Language Acquisition.<\/i>Berlin\/ New York: Mouton de Gruyter (selected chapters).
\n6) Putz, M., Niemeier, S., Dirven, R. (ed.) 2001. Applied Cognitive Linguistics II: Language Pedagogy. <\/i>Berlin\/New York: Mouton de Gruyter (selected chapters).<\/span>
\n 7) Radden, G. i Dirven, R. 2007. Cognitive English Grammar.<\/i> Amsterdam\/ Philadelphia: John Benjamins (odabrana poglavlja).<\/span><\/p>\n

Recommended reading:
\n<\/strong>1) Aarts, B., Denison, D., Keizer, E., Popova, G. (ed.) 2003. Fuzzy Grammar. <\/i>Oxford: Oxford University Press<\/span>
\n 2) <\/b>Dirven, R. and Verspoor, M. 2004. Cognitive Exploration of Language and Linguistics.<\/i> Amsterdam\/Philadelphia: John Benjamins<\/span>
\n 3) Rudzka-Ostyn, B. 2003. Word Power: Phrasal Verbs and Compounds, A Cognitive Approach. <\/i>Berlin\/New York: Mouton de Gruyter<\/span><\/b><\/p>\n

 <\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

Course title: Application of cognitive linguistics in learning and teaching L2 Instructors: Renata Geld, PhD ECTS credits: 5 Status: elective Semester: III Enrollment requirements: recommended for students with basic knowledge of cognitive linguistics Course description and objectives: The course offers fundamental aspects of the cognitive linguistic theoretical framework that are relevant for current trends in […]<\/p>\n","protected":false},"author":6,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"ngg_post_thumbnail":0,"footnotes":""},"categories":[103],"tags":[],"class_list":["post-19785","post","type-post","status-publish","format-standard","hentry","category-9-semestar-nastavnicki-smjer-jednopredmetni-2"],"_links":{"self":[{"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=\/wp\/v2\/posts\/19785","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=\/wp\/v2\/users\/6"}],"replies":[{"embeddable":true,"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=19785"}],"version-history":[{"count":3,"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=\/wp\/v2\/posts\/19785\/revisions"}],"predecessor-version":[{"id":38088,"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=\/wp\/v2\/posts\/19785\/revisions\/38088"}],"wp:attachment":[{"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=19785"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=19785"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=19785"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}