scholarly journals The Role of Metonymy in Teaching the Spanish Verbal System to L2/FL Learners of Spanish

2021 ◽  
Vol 87 ◽  
pp. 71-94
Author(s):  
Alejandro Castañeda Castro ◽  
Adolfo Sánchez Cuadrado
Keyword(s):  
Cognitive Grammar ◽  
Inferential Reasoning ◽  
Teaching Materials ◽  
Verbal System ◽  
Grammar Teaching ◽  
Network Building ◽  
Past Tenses ◽  
Pedagogical Grammar ◽  
Grammar Model

This paper explores the application of conceptual metonymy (Lakoff, 1987; Ruiz de Mendoza, 2000; Langacker, 2009; Panther, Thornburg and Barcelona, 2009; Barcelona, 2013) in the development of pedagogical resources for the teaching of the Spanish verbal system to L2/FL learners. To this end, a description is given of the advantages of introducing inferential reasoning using metonymy based on certain principles taken from the Cognitive Grammar model (Langacker, 1987, 1991, 2000, 2001, 2008, 2009) in grammar teaching materials — both descriptions and activities. We focus on tense uses that involve metonymic processes, particularly, the meaning extensions in two Spanish past tenses: (1) the actional meaning of stative verbs when conveyed in pretérito indefinido (preterit), as in Pudimos comprar la casa 'We could buy the house', metonymically extended to Compramos la casa 'We bought the house'; and (2) the distancing use (uso citativo) of pretérito imperfecto (imperfect) when referring to current facts, as in ¿Cómo te llamabas? (How PRO.REFL.2SG call.IPFV.PST.2SG?) 'What was your name again?', which is metonymically extended to (Se me ha dicho/No recuerdo/No he oído) cómo te llamas [('I have been told/I can't recall/I couldn't hear') how PRO.REFL.2SG call.PRES.2SG]. In order to discuss the kind of contribution that this conceptual standpoint can make to the teaching of the Spanish verbal system, the pedagogical potential of some techniques and resources is explored in terms of (a) metonymic and metaphorical reasoning in pedagogical grammar descriptions, (b) consciousness-raising paraphrase exercises focused on meaning indeterminacy, and (c) network building and the use of (dynamic) images to show variable construals in grammatical meaning

scholarly journals Grammatisches Wissen, Fremdsprachenunterricht und Lehrwerke – Zur Qualität von Grammatikübungen in zwei kroatischen DaF-Lehrwerken

2014 ◽  
Vol 69 (7) ◽  
Author(s):  
Leonard Pon
Keyword(s):  
Language Learners ◽  
Explicit Knowledge ◽  
School Level ◽  
Teaching Materials ◽  
Text Book ◽  
Grammar Teaching ◽  
Foreign Language Learners ◽  
Teaching Situation ◽  
Explicit And Implicit Knowledge

The present paper looks into an important aspect of textbooks for teaching German as a for-eign language: grammar exercises. The author analyses two Croatian textbooks for teaching German at primary school level: Applaus! 7 and Flink mit Deutsch 4. The first part investigates the relationship between explicit and implicit knowledge and shows that explicit knowledge has an important role in the development of grammar competence. Consequently, grammar exercises used for explicit grammar teaching must be incorporated into textbooks. The author elaborates on what types of grammar exercises are needed and how these exercises should be created so that learners can benefit from them. In addition, the first part comments on the role of chunks in the development of grammar competence. Finally, the author examines the role of receptive and productive skills in connection with grammar teach-ing. The second part addresses the textbook analysis in general. It refers to the previous research conducted in the field as well as to the criteria that can be drawn upon when describing the quality of teaching materials. In the third part, the results of the analysis of the two Croatian textbooks are presented. Both quantitative and qualitative data are commented on. This part also includes some information regarding the Croatian teaching situation so that potential readers not acquainted with it can better understand comments and suggestions provided by the author. On one side, the paper points to the strengths and weaknesses of the teaching materials in question. On the other side, the author provides some general comments on what a good text-book should contain in order to help foreign language learners develop their grammar compe-tence.

scholarly journals Teachers’ Perception of Grammar: Isolated or Integrated?

2018 ◽  
Vol 2 (1) ◽  
pp. 32-37
Author(s):  
Nurenzia Yannuar
Keyword(s):  
Integrated Approach ◽  
English Teachers ◽  
Grammar Teaching ◽  
Explicit Teaching ◽  
Language Classrooms ◽  
Role Of Teachers ◽  
Traditional Grammar ◽  
Pedagogical Grammar

Explicit teaching of grammar, despite being the most popular in Asia, is not the only key to the mastery of English. There are different successful approaches to the teaching of grammar, which might be interesting to explore. Aside from the famous traditional grammar teaching, there are others such as communicate approach to grammar teaching, isolated and integrated approach, as well combination of both isolated and integrated grammar teaching. The current study is interested in exploring the different views on grammar teaching as well as understanding how English teachers perceive grammar teaching itself.The result of the recent study has been able to give insights that grammar is still considered important by a group of people that has been trained in a specific course of grammar teaching (pedagogical grammar class). Recognizing the standpoint of a group of people who will be assigned the role of teachers is important, because it suggests how grammar will be taught in future language classrooms.

Employees’ Motivation for Creating International Business Venture: The Role of Perceived Competence and Job Satisfaction

2020 ◽  
Vol 25 (2) ◽  
Author(s):  
Anh D. Pham ◽  
Men T. Bui ◽  
Dung P. Hoang
Keyword(s):  
Job Satisfaction ◽  
International Business ◽  
Structural Equation ◽  
Positive Impact ◽  
Entrepreneurial Intention ◽  
Perceived Competence ◽  
Equation Model ◽  
Network Building ◽  
Perceived Desirability

This research investigates the determinants of entrepreneurial intention among Vietnamese employees, a crucial segment of potential entrepreneurs yet mostly neglected in previous studies. Given the focus on intention to create an international business venture and the working segment, we expand the entrepreneurial event theory by supplementing perceived competence and job satisfaction as determinants of entrepreneurial intention while testing the mediation of perceived feasibility and perceived desirability in such relationships correspondingly. Three focus groups on 27 Vietnamese employees were conducted to explore the specific relevant competences and develop the conceptual model. Afterwards, data from an empirical survey on 567 Vietnamese employees was analysed using a partial least squares structural equation model to test the hypothesised relationships. The empirical results indicate that perceived competences, viz. administrative competence, communication skills, network building competence, and international business expertise have a positive impact on entrepreneurial intention. The relationships between either administrative competence, network building capacity or international business expertise, and entrepreneurial intention are totally mediated by perceived feasibility. The study also reveals a noteworthy finding about the negative direct effect of overall job satisfaction on entrepreneurial intention and the partial mediating role of perceived desirability in this relationship.

Root lexical features and inflectional marking of tense in Proto-Indo-European

2009 ◽  
Vol 45 (3) ◽  
pp. 505-532 ◽  
Author(s):  
ANNAMARIA BARTOLOTTA
Keyword(s):  
Historical Linguistics ◽  
Past Tense ◽  
Inflectional Morphology ◽  
Verbal System ◽  
Lexical Aspect ◽  
Lexical Feature ◽  
General Linguistic ◽  
Linguistic Approaches ◽  
Shed Light

This paper examines early inflectional morphology related to the tense-aspect system of Proto-Indo-European. It will be argued that historical linguistics can shed light on the long-standing debate over the emergence of tense-aspect morphology in language acquisition. The dispute over this issue is well-known; it has been pursued mostly by scholars following various general linguistic approaches, from typology to acquisition, but also by historical linguists and Indo-Europeanists, who have long debated about the precedence of aspect or tense from both a synchronic and a diachronic perspective. However, so far Indo-Europeanists have rarely confronted their results in a successful way with recent research in other fields such as acquisition or neurolinguistics. The aim of this paper is to put forward evidence from the reconstruction of the Proto-Indo-European verbal system concerning the prominent role of root lexical aspect features in the emergence of grammatical marking of tense in the proto-language. More precisely, by means of a comparison between the residual archaic verbal forms of theinjunctivein Vedic Sanskrit and the corresponding augmentless preterites in Homeric Greek, it will be argued that the [±telic] lexical feature of the inherited verbal root is responsible for a non-random distribution of past tense inflected forms in an earlier verbal paradigm.

scholarly journals Metode dan Materi Pendidikan Islam dalam Hadis Jibril

2021 ◽  
Vol 17 (1) ◽  
pp. 25-49
Author(s):  
Agusri Fauzan ◽  
Ilham Syukri ◽  
Syahidin Syahidin
Keyword(s):  
Role Models ◽  
Islamic Education ◽  
Educational Context ◽  
Teaching Materials ◽  
Current Generation ◽  
Knowledge Transformation ◽  
Hermeneutic Approach ◽  
Teachers And Parents ◽  
The Mind

As a process of knowledge transformation that will underlie the attitude of life of a Muslim, a qualified strategy is needed to teach the true teachings of Islam to the younger generation. The challenge for the current generation (millennial) is the opening of all channels of information that are very easy to obtain but not accompanied by good assistance from teachers and parents, so they are prone to absorb wrong information or even information that is not suitable for the size of the mind and soul. The next problem that occurs at this time is the reduced role of a teacher in shaping character and providing teaching materials that they should receive. This paper will invite to explore how the process of transformation of Islamic education was exemplified by the Prophet Muhammad and the Archangel Jibril before his companions regarding the methods used and what materials should be taught as the basis of Islamic knowledge. This research will use the literature method through the hadith literature and books that recite the hadith. The author also uses a philosophical and hermeneutic approach in understanding this hadith to get a new understanding but not out of an educational context. The research results from the understanding of this hadith are that a teacher plays a central role in the process of Islamic education so that teachers are expected to be able to appear as role models in front of their students, not display disgrace and personal ugliness, show friendly behavior to their students, have healthy scientific interactions, and teach basic things that are important in Islam according to the capacity of the soul and mind of the student.

The Role of Teaching Materials in Cognitive Development Focusing on the “Emergence of Symbolic Functioning” and Behaviour Issues

2021 ◽  
pp. 73-97
Author(s):  
Eiko Tatematsu
Keyword(s):  
Cognitive Development ◽  
Assessment Tool ◽  
Autism Spectrum ◽  
Social Adaptation ◽  
Assessment Tools ◽  
Cognitive Profiles ◽  
Teaching Materials ◽  
Teaching Device ◽  
Symbolic Functioning

The purpose of this chapter is to discuss the role of teaching materials focusing on the “Emergence of Symbolic Functioning” and latent behaviour issues. First, a literature review is performed on the behaviour issues associated with intellectual disability (ID) and autism spectrum disorder (ASD). Three kinds of assessment tools used in this study are described with underlying developmental meanings. Especially, one of those tools, a teaching device named “Tamahimo” is introduced as a practical assessment tool to visualize participants' cognitive conditions. Three cases, two adolescents and one young adult with ID, are discussed, with their autism-like behaviours and characteristic cognitive profiles evaluated using the assessment tools. All cognitive development is judged as corresponding to the “Emergence of Symbolic Functioning,” that is, the qualitative transition phase from non-symbolic to the explicit existence of a symbolic functioning stage. Factors preventing social adaptation are discussed as they relate to unstable cognitive conditions.

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