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Language Education

Controversies, Observations and Proposals

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Edited By Danuta Stanulewicz, Karolina Janczukowicz and Małgorzata Rocławska-Daniluk

This collection of papers explores various issues in English language teaching in Poland, mainly at the secondary and tertiary levels. The topics include Content and Language Integrated Learning (CLIL), English for Specific Purposes (ESP), and e-learning. The contributions also deal with teaching public speaking, pronunciation and writing. The contributors explore language education from the perspective of cognitive linguistics and propose solutions concerning English for Specific Purposes (Technical Writing in English and Maritime English) as well. The book also investigates teaching not only languages but also, inter alia, geography and linguistics, concentrating on the use of metaphors, prototypes and cognitive models.

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Some remarks on experiencing and sharing meaning in L2 (Tadeusz Danilewicz)

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Some remarks on experiencing and sharing meaning in L2

Tadeusz Danilewicz

University of Gdańsk

Abstract: This chapter discusses theoretical and applied linguistics approaches to language that appear to have corresponding assumptions in relation to the process of L2 learning and acquisition. The usage-based and lexical approaches focus on the process of learning L2 chunks (collocations) that facilitate experiencing and sharing meaning in L2. The two approaches to L2 learning and acquisition can help an L2 teacher to guide L2 learners in shaping their expressive potential in the target language.

Keywords: backstage cognition, experience of meaning, guided experience

1. Introduction

One of the most amazing human linguistic capacities is the ability to comprehend and produce language units we have never heard or read before. However, from the perspective of second language education this linguistic capacity is often (if not always) constrained by the cognitive structures associated with the acquired system of the mother tongue. Furthermore, if we assume that the fundamental aim of L2 learners is to learn to experience meaning in the target language and in the act of communication they typically try to share the meaning, then the question arises as to what degree this linguistic capacity (i.e. experiencing and sharing meaning in the target language) is available to an L2 learner.

The aim of the chapter is to take a closer look at the meaning of L2 units that appear...

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