Proceedings from the CALS Conference 2016
Edited By Marija Brala Vukanović and Anita Memišević
This book aims at bridging language research and language teaching and contains four sections. It opens with two papers which relate language to literature: one exploring childlike language, the second investigating the distinction between literary and non-literary text categorization principles. Next are the papers on multicultural and sociolinguistic topics, including a paper on English as an international language, and two papers on the perception of bilingualism in education. The third thematic section explores semantics, with two papers on prefixes and one on metaphor. The final thematic section is dedicated to syntax, with one paper on complex predicates, one on syntactic complexity in spontaneous spoken language and one of Croatian null and overt subject pronouns.
Efficiency of teaching verbal prefixation in Croatian as L2 by means of the cognitive linguistic approach (Darko Matovac / Sanda Lucija Udier)
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Faculty of Humanities and Social Sciences in Zagreb firstname.lastname@example.org
Sanda Lucija Udier
Faculty of Humanities and Social Sciences in Zagreb email@example.com
Efficiency of teaching verbal prefixation in Croatian as L2 by means of the cognitive linguistic approach
Abstract: Verbal prefixation in Slavic languages is an important linguistic and language teaching topic. Teachers of Croatian as a second language (CL2) have so far applied two approaches when teaching verbal prefixation – a ‘verbs in context (VC) approach’ and a lexical prefix-centric (LPC) approach. A third approach, which is based on descriptions of the meanings of verbal prefixes developed within the cognitive linguistic theoretical framework, has been worked out at the theoretical level, but its efficiency has not yet been verified in real-life classroom situations. The Cognitive linguistic (CL) approach emphasizes the semantic contribution of a prefix in a prefixed verb, and presents usages of a verbal prefix with different verbs as semantically motivated. By means of this approach, verbal prefixation appears as a systematic process, which consequently makes it easier to learn. This paper presents research that tests the assumption that the teaching of verbal prefixation by means of a CL approach is more effective than by means of an LPC approach. This is the first empirical research on the effectiveness of the cognitive linguistics based approach in teaching CL2.
Keywords: verbal prefixation, cognitive linguistics, foreign language teaching, Croatian language
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