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YOUMEI GAO

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Professor Youmei Gao specializes in language education and English linguistics. For over three decades, much of her research has focused on variation and motivation of language. With an aim to understand how language varies, changed and learnt, she persisted working on her research projects in applied linguistics, sociolinguistics, cognitive linguistics and cognitive sociolinguistics; her selected publications conveyed the path of her academic achievements: rhetorical effect of English phonetics; practice of English teaching and learning 1990 to 1995; learning style preferences; efficiency of L2 acquisition 1996 to 1998; social function of language varieties 2004- 2006; cognitive linguistic and multimodal linguistic approach to L2 acquisition 2007 - 2010; reflection on sociolinguistics and cognitive linguistics 2010 - 2020.

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Tianjin Foreign Studies University

Tianjin Foreign Studies University

şaziye durukan

National Taiwan University

Huichen S. Hsiao

National Tsing Hua University

Université catholique de Louvain

Jao Tsung-I Academy of Sinology HKBU

Hong Kong Baptist University

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Papers by YOUMEI GAO

Cross-cultural Communication Application of Coherence of Theme and Rheme System in English Language Teaching under Cognition L'application du mécanisme cohésif de thème/rhème dans l'enseignement textuel dans le cadre cognitif 認知框架下的主述位銜接機制在篇章教學中的應用

The repetitive coherence of theme and rheme comes through one of the important cohesive devices w... more The repetitive coherence of theme and rheme comes through one of the important cohesive devices which make texture coherent and progressing. From cognitive point of view, applying the mode of thematic and rheme into English language teaching can display its tool function for texture. It also contributes to the understanding and interpretation of coherent discourses, and to the way in teaching reading and writing. Therefore, learners will leap forward from their cognitive level. Résumé: La cohésion réitérative thème/rhème dans le texte est un moyen important pour réaliser la cohésion et la cohérence du texte. C'est justement ces moyens de cohésion qui permettent de réaliser la progression thème/rhème et

Cross-cultural Communication The Application of Theme/rheme Coherence Device in Discourse Teaching under Cognitive Framework Application du système de cohérence de thème-rhème à l'enseignement textuel dans le cadre cognitif 認知框架下的主述位銜接機制在篇章教學中的應用

The repetitive coherence of theme and rheme comes through one of the important cohesive devices w... more The repetitive coherence of theme and rheme comes through one of the important cohesive devices which make texture coherent and progressing. From cognitive point of view, applying the mode of thematic and rheme into English language teaching can display its tool function for texture. It also contributes to the understanding and interpretation of coherent discourses, and to the way in teaching reading and writing. Therefore,learners will leap forward from their cognitive level. Résumé: Le raccordement répété de thème-rhème est un des moyens importants de réaliser la cohérence et la continuité du texte. Et c'est grâce à ces moyens de cohérence que le texte s'acquiert la cohésion. L'application du

An Empirical Study of Chinese EFL Classroom Teaching: A Cognitive Linguistic Approach

Chinese Journal of Applied Linguistics, 2014

An empirical study of Chinese EFL learners has been carried out in the authentic Chinese EFL clas... more An empirical study of Chinese EFL learners has been carried out in the authentic Chinese EFL classroom on the campus of Tianjin Foreign Studies University, with an aim to verify how and why the cognitive linguistic approach can facilitate L2 or FL learners in the process of learning English as a second or a foreign language. The statistical analysis of the data showed that the EC outperformed the CC both on lexical and grammatical proficiency and on their metaphorical and pragmatic or sociolinguist competence after the classroom treatment. The study has concluded that using CMs and IMs as the motivator and organizer in the process of learning English as a foreign language, the cognitive approach benefits L2 or FL learners with respect to comprehension and retention of memory.

Based on the foundamental theories of congnitive linguistic (image schema, conceptual metaphor an... more Based on the foundamental theories of congnitive linguistic (image schema, conceptual metaphor and cognitive grammar), focusing on sounds, prepositions, metaphors, campus talks and NP construction, this paper applies the multimodal linguistic approach to the non-arbitrary nature of linguistic sign at the phonological pole, semantic pole, phonological and semantic pole of the symbolic units to reveal the cognitive motivations underlying the linguistic sign, thus providing empirical support for the reflection of semiotic linguistics' theory of arbitrariness and generative linguistics' view of autonomy and theoretical support for better understanding of the nature of language and the improvement of the mode of linguistic theories.

Reflections on the Development of Cognit

高佑梅, 2020

认知社会语言学的源起、发展对策及展望 2020年02月06日 11:01 来源：《天津外国语大学学报》作者：高佑梅摘要：在基于使用语言观的驱使下，认知语言学开始了新的转向，从探索认... more 认知社会语言学的源起、发展对策及展望
2020年02月06日 11:01 来源：《天津外国语大学学报》作者：高佑梅
摘要：
在基于使用语言观的驱使下，认知语言学开始了新的转向，从探索认知的体验性和普遍性转向以认知和社会互动为核心的语义变异研究，迎来了认知语言学和社会语言学两大学科在研究方法和理论框架上的融合，催生了认知社会语言学。在论述认知社会语言学的发展脉络基础上指出认知社会语言学进一步发展所面临的困难，并提出克服这些困难的路径，以期为认知社会语言学的深入发展提供参考。
关键词：基于使用的语言方法；认知社会语言学；综述；挑战；展望

Application of Coherence of Theme and Rheme System in English Language Teaching under Cognition

Cross Cultural Communication, Jan 7, 2010

The repetitive coherence of theme and rheme comes through one of the important cohesive devices w... more The repetitive coherence of theme and rheme comes through one of the important cohesive devices which make texture coherent and progressing. From cognitive point of view, applying the mode of thematic and rheme into English language teaching can display its tool function for texture. It also contributes to the understanding and interpretation of coherent discourses, and to the way in teaching reading and writing. Therefore， learners will leap forward from their cognitive level.

A Tentative Corpus-based Study of Collocations Acquisition by Chinese English Language Learners

Canadian Social Science, Dec 19, 2009

Though collocations have drawn much attention in the field of language acquisition, yet difficult... more Though collocations have drawn much attention in the field of language acquisition, yet difficulties with them have not been investigated in much detail. This paper reports on a corpus-based exploratory study that analyzes the mistakes learners made when they produced English collocations. The study shows that not only beginners but also advanced learners have difficulties in choosing the right collocates and the difficulties that learners of different levels have are more or less the same. The biggest challenge for them is to choose the appropriate verbs. The L1 influence on the production of L2 collocations exists at every stage of learning though it varies with the learners' L2 competence. Based on this study, a corpus-based approach is advanced in the end to cope with the difficulties in the acquisition of L2 collocations.

Cognitive Linguistics–Inspired Empirical Study of Chinese EFL Teaching

Creative Education, 2011

Aiming to verify how and why insightfulness of the CL-inspired approach can facilitate L2 or FL l... more Aiming to verify how and why insightfulness of the CL-inspired approach can facilitate L2 or FL learners in the process of learning English as a second or a foreign language, an empirical study of Chinese EFL learners has been carried out in the authentic Chinese EFL classroom on the campus of Tianjin Foreign Studies University. After the classroom treatment, the EG outperformed the CG by 21.7% based on the results from the delayed posttest in Experiment 1; by 6.73% in Experiment 2; by 6.61% in Experiment 3; by 21.7% in Experiment 4. The study has concluded that through awakening students' metaphoric awareness and analyzing features of the image schematic structure, the CL-inspired approach benefits L2 or FL learners in the process of learning English as a foreign language with respect to lexical and grammatical competence, metaphorical and pragmatic or sociolinguist competence, including semantic comprehension in reading, writing and translation, particularly in terms of long-term retention of memory.

Multimodal Linguistic Approach on Non-arbitrary Nature of Linguistic Sign under Framework of Cognitive Linguistics

高佑梅, 2014

“Multimodal Linguistic Approach on Non-arbitrary Nature of Linguistic Sign under Framework of Co... more “Multimodal Linguistic Approach on Non-arbitrary Nature of Linguistic Sign under Framework of Cognitive Linguistics” for Nankai University Press attempted to make an analysis of motivation of semantics of linguistic phenomena, taking phonetic symbols, patterns, intonation, rhythms and rhythms, material nouns, spatial prepositions, metaphors, idioms, proverbs, allegorical sayings, NP construction, VP construction, VNN construction, empty category PRO and others as the target and drawing on the cornerstone theories in cognitive linguistics research fields, including prototype categories, conceptual metaphors, conceptual metonymy, and concepts Integration, image schema, idealized cognitive model, cognitive grammar, frame semantics, constructional grammar with an aim to reveal the internal connection of "form -sound”, "meaning-meaning” and "form-meaning", particularly to highlight the relationship between "meaning" and "meaning”, which I believe provides empirical corpus for rethinking the "arbitrariness" doctrine of semiotic linguistics and the "autonomy" linguistic view of generative linguistics and virtually provides the theoretical support for optimizing the theoretical model of cognitive linguistics and deepening the understanding of the essence of language.

Applying Cognitive Linguistics to L2 Acquisition 认知语言学在二语习得中的应用

高佑梅 , 2010

Applying Cognitive Linguistics to L2 Acquisition” for Nankai University Press focused on the appl... more Applying Cognitive Linguistics to L2 Acquisition” for Nankai University Press focused on the application of the cognitive linguistics theory into language education practice with an aim to verify the theoretical interpretation that applied linguistics should and can play an intermediary and mediating role in the acquisition and teaching of second language or foreign language.

Reflections on the Development of Cognitive Sociolinguistics: Origin, Development and Prospect

Gao Youmei, 2020

In line with the concept of usage-based language, cognitive linguistics has begun a new turn, fro... more In line with the concept of usage-based language, cognitive linguistics has begun a new turn, from exploring the experience and universality of cognition to the study of semantic variation centered on cognition and social interaction, ushering in the integration of research methods and theoretical frameworks of cognitive linguistics and sociolinguistics, giving birth to a new paradigm of language research-cognitive sociolinguistics. This paper discusses the emerging challenges and highlights the prospect for the further development of the new paradigm.

T R I 阅读模式与大学英语阅读教学 Reading Patterns and the Teaching of College English Reading

高佑梅, 1996

Reading Reading Patterns and the Teaching of College English Reading holds that reading is an im... more Reading Reading Patterns and the Teaching of College English Reading holds that reading is an important part of language learning and the most important aspect of language use. A practical reading teaching model, a teaching method that learns from others' strengths, and a reading environment that conforms to the psychology model is the only way to improve the quality of reading. Only through rigorous basic language skills training, leading students into the real English realm, and mastering the real decoding skills, can the textual meaning reconstructed in their minds be completely or closer to the original intent of the author.

双及物构式赋义机制及动词准入条件高佑梅

高佑梅朱鹏, 2014

This paper holds that the distinctions of Coercion Rules underlying English and Chinese Ditransi... more This paper holds that the distinctions of Coercion Rules underlying English and Chinese Ditransitive Constructions and the conditions under which verbs can be fused with the construction. By analyzing the participant roles of verbs with the frame knowledge, and comparing the Coercion Rules in English and Chinese, and digging into reasons for verbs’ inability to enter into Ditransitive Construction and conditions for verbs’ entrance into Ditransitive Construction, the paper holds that the discrepancies between the conditions for verbs’ entrance into English Ditransitive Construction and their Chinese counterparts are due to the distinctions of the Coercion Rules in these two languages.

认知社会语言学的源起

Gao Youmei, 2020

Reflections on the Development of Cognitive Sociolinguistics for the Journal of Tianjin Foreign S... more Reflections on the Development of Cognitive Sociolinguistics for the Journal of Tianjin Foreign Studies University holds that in line with the "usage-based" view of language, cognitive linguistics began to shift from exploring the experientiality and universality of cognition to the study of semantic variation centered on cognitive and social interaction, ushering in the integration of cognitive linguistics and sociolinguistics in research methods and theoretical frameworks, giving birth to cognitive sociolinguistics, which represents the new trends of linguistic research in the 21st century, and marks another major advance in the history of language science and even cognitive science.

Reflections on the Development of Cognitive Sociolinguistics

GAO YOUMEI, 2020

In line with the "usage-based" view of language, cognitive linguistics began to shift from explo... more In line with the "usage-based" view of language, cognitive linguistics began to shift from exploring the experientiality and universality of cognition to the study of semantic variation centered on cognitive and social interaction, ushering in the integration of cognitive linguistics and sociolinguistics in research methods and theoretical frameworks, giving birth to cognitive sociolinguistics, which represents the new trends of linguistic research in the 21st century, and marks another major advance in the history of language science and even cognitive science.

年月中国应用语言学 ( 季刊 ) 第卷第期

by YOUMEI GAO and Yun Zhang

Youmei Gao, 2014

An Empirical Study of Chinese Classroom Teaching:A Cognitive Linguistic Approach GAO YOUMEI & ZHA... more An Empirical Study of Chinese Classroom Teaching:A Cognitive Linguistic Approach GAO YOUMEI & ZHANG YUN Abstract: An empirical study of Chinese EFL learners has been carried out in the authentic Chinese EFL classroom on the campus of Tianjin Foreign Studies University, with an aim to verify how and why insightfulness of the cognitive linguistic approach can facilitate L2 or FL learners in the process of learning English as a second or a foreign language. The statistical analysis of the data showed that the EC outperformed the CC both on lexical and grammatical proficiency and on their metaphorical and pragmatic or sociolinguist competence after the classroom treatment. The study has concluded that using CMs and IMs as the motivator and organizer in the process of learning English as a foreign language, the applied cognitive linguistic approach benefits L2 or FL learners with respect to comprehension and retention of memory. Key Words: cognitive linguistic approach; Chinese EFL classroom teaching； an empirical study .

Cross-cultural Communication Application of Coherence of Theme and Rheme System in English Language Teaching under Cognition L'application du mécanisme cohésif de thème/rhème dans l'enseignement textuel dans le cadre cognitif 認知框架下的主述位銜接機制在篇章教學中的應用

The repetitive coherence of theme and rheme comes through one of the important cohesive devices w... more The repetitive coherence of theme and rheme comes through one of the important cohesive devices which make texture coherent and progressing. From cognitive point of view, applying the mode of thematic and rheme into English language teaching can display its tool function for texture. It also contributes to the understanding and interpretation of coherent discourses, and to the way in teaching reading and writing. Therefore, learners will leap forward from their cognitive level. Résumé: La cohésion réitérative thème/rhème dans le texte est un moyen important pour réaliser la cohésion et la cohérence du texte. C'est justement ces moyens de cohésion qui permettent de réaliser la progression thème/rhème et

Cross-cultural Communication The Application of Theme/rheme Coherence Device in Discourse Teaching under Cognitive Framework Application du système de cohérence de thème-rhème à l'enseignement textuel dans le cadre cognitif 認知框架下的主述位銜接機制在篇章教學中的應用

The repetitive coherence of theme and rheme comes through one of the important cohesive devices w... more The repetitive coherence of theme and rheme comes through one of the important cohesive devices which make texture coherent and progressing. From cognitive point of view, applying the mode of thematic and rheme into English language teaching can display its tool function for texture. It also contributes to the understanding and interpretation of coherent discourses, and to the way in teaching reading and writing. Therefore,learners will leap forward from their cognitive level. Résumé: Le raccordement répété de thème-rhème est un des moyens importants de réaliser la cohérence et la continuité du texte. Et c'est grâce à ces moyens de cohérence que le texte s'acquiert la cohésion. L'application du

An Empirical Study of Chinese EFL Classroom Teaching: A Cognitive Linguistic Approach

Chinese Journal of Applied Linguistics, 2014

An empirical study of Chinese EFL learners has been carried out in the authentic Chinese EFL clas... more An empirical study of Chinese EFL learners has been carried out in the authentic Chinese EFL classroom on the campus of Tianjin Foreign Studies University, with an aim to verify how and why the cognitive linguistic approach can facilitate L2 or FL learners in the process of learning English as a second or a foreign language. The statistical analysis of the data showed that the EC outperformed the CC both on lexical and grammatical proficiency and on their metaphorical and pragmatic or sociolinguist competence after the classroom treatment. The study has concluded that using CMs and IMs as the motivator and organizer in the process of learning English as a foreign language, the cognitive approach benefits L2 or FL learners with respect to comprehension and retention of memory.

Based on the foundamental theories of congnitive linguistic (image schema, conceptual metaphor an... more Based on the foundamental theories of congnitive linguistic (image schema, conceptual metaphor and cognitive grammar), focusing on sounds, prepositions, metaphors, campus talks and NP construction, this paper applies the multimodal linguistic approach to the non-arbitrary nature of linguistic sign at the phonological pole, semantic pole, phonological and semantic pole of the symbolic units to reveal the cognitive motivations underlying the linguistic sign, thus providing empirical support for the reflection of semiotic linguistics' theory of arbitrariness and generative linguistics' view of autonomy and theoretical support for better understanding of the nature of language and the improvement of the mode of linguistic theories.

Reflections on the Development of Cognit

高佑梅, 2020

认知社会语言学的源起、发展对策及展望 2020年02月06日 11:01 来源：《天津外国语大学学报》作者：高佑梅摘要：在基于使用语言观的驱使下，认知语言学开始了新的转向，从探索认... more 认知社会语言学的源起、发展对策及展望
2020年02月06日 11:01 来源：《天津外国语大学学报》作者：高佑梅
摘要：
在基于使用语言观的驱使下，认知语言学开始了新的转向，从探索认知的体验性和普遍性转向以认知和社会互动为核心的语义变异研究，迎来了认知语言学和社会语言学两大学科在研究方法和理论框架上的融合，催生了认知社会语言学。在论述认知社会语言学的发展脉络基础上指出认知社会语言学进一步发展所面临的困难，并提出克服这些困难的路径，以期为认知社会语言学的深入发展提供参考。
关键词：基于使用的语言方法；认知社会语言学；综述；挑战；展望

Application of Coherence of Theme and Rheme System in English Language Teaching under Cognition

Cross Cultural Communication, Jan 7, 2010

The repetitive coherence of theme and rheme comes through one of the important cohesive devices w... more The repetitive coherence of theme and rheme comes through one of the important cohesive devices which make texture coherent and progressing. From cognitive point of view, applying the mode of thematic and rheme into English language teaching can display its tool function for texture. It also contributes to the understanding and interpretation of coherent discourses, and to the way in teaching reading and writing. Therefore， learners will leap forward from their cognitive level.

A Tentative Corpus-based Study of Collocations Acquisition by Chinese English Language Learners

Canadian Social Science, Dec 19, 2009

Though collocations have drawn much attention in the field of language acquisition, yet difficult... more Though collocations have drawn much attention in the field of language acquisition, yet difficulties with them have not been investigated in much detail. This paper reports on a corpus-based exploratory study that analyzes the mistakes learners made when they produced English collocations. The study shows that not only beginners but also advanced learners have difficulties in choosing the right collocates and the difficulties that learners of different levels have are more or less the same. The biggest challenge for them is to choose the appropriate verbs. The L1 influence on the production of L2 collocations exists at every stage of learning though it varies with the learners' L2 competence. Based on this study, a corpus-based approach is advanced in the end to cope with the difficulties in the acquisition of L2 collocations.

Cognitive Linguistics–Inspired Empirical Study of Chinese EFL Teaching

Creative Education, 2011

Aiming to verify how and why insightfulness of the CL-inspired approach can facilitate L2 or FL l... more Aiming to verify how and why insightfulness of the CL-inspired approach can facilitate L2 or FL learners in the process of learning English as a second or a foreign language, an empirical study of Chinese EFL learners has been carried out in the authentic Chinese EFL classroom on the campus of Tianjin Foreign Studies University. After the classroom treatment, the EG outperformed the CG by 21.7% based on the results from the delayed posttest in Experiment 1; by 6.73% in Experiment 2; by 6.61% in Experiment 3; by 21.7% in Experiment 4. The study has concluded that through awakening students' metaphoric awareness and analyzing features of the image schematic structure, the CL-inspired approach benefits L2 or FL learners in the process of learning English as a foreign language with respect to lexical and grammatical competence, metaphorical and pragmatic or sociolinguist competence, including semantic comprehension in reading, writing and translation, particularly in terms of long-term retention of memory.

Multimodal Linguistic Approach on Non-arbitrary Nature of Linguistic Sign under Framework of Cognitive Linguistics

高佑梅, 2014

“Multimodal Linguistic Approach on Non-arbitrary Nature of Linguistic Sign under Framework of Co... more “Multimodal Linguistic Approach on Non-arbitrary Nature of Linguistic Sign under Framework of Cognitive Linguistics” for Nankai University Press attempted to make an analysis of motivation of semantics of linguistic phenomena, taking phonetic symbols, patterns, intonation, rhythms and rhythms, material nouns, spatial prepositions, metaphors, idioms, proverbs, allegorical sayings, NP construction, VP construction, VNN construction, empty category PRO and others as the target and drawing on the cornerstone theories in cognitive linguistics research fields, including prototype categories, conceptual metaphors, conceptual metonymy, and concepts Integration, image schema, idealized cognitive model, cognitive grammar, frame semantics, constructional grammar with an aim to reveal the internal connection of "form -sound”, "meaning-meaning” and "form-meaning", particularly to highlight the relationship between "meaning" and "meaning”, which I believe provides empirical corpus for rethinking the "arbitrariness" doctrine of semiotic linguistics and the "autonomy" linguistic view of generative linguistics and virtually provides the theoretical support for optimizing the theoretical model of cognitive linguistics and deepening the understanding of the essence of language.

Applying Cognitive Linguistics to L2 Acquisition 认知语言学在二语习得中的应用

高佑梅 , 2010

Applying Cognitive Linguistics to L2 Acquisition” for Nankai University Press focused on the appl... more Applying Cognitive Linguistics to L2 Acquisition” for Nankai University Press focused on the application of the cognitive linguistics theory into language education practice with an aim to verify the theoretical interpretation that applied linguistics should and can play an intermediary and mediating role in the acquisition and teaching of second language or foreign language.

Reflections on the Development of Cognitive Sociolinguistics: Origin, Development and Prospect

Gao Youmei, 2020

In line with the concept of usage-based language, cognitive linguistics has begun a new turn, fro... more In line with the concept of usage-based language, cognitive linguistics has begun a new turn, from exploring the experience and universality of cognition to the study of semantic variation centered on cognition and social interaction, ushering in the integration of research methods and theoretical frameworks of cognitive linguistics and sociolinguistics, giving birth to a new paradigm of language research-cognitive sociolinguistics. This paper discusses the emerging challenges and highlights the prospect for the further development of the new paradigm.

T R I 阅读模式与大学英语阅读教学 Reading Patterns and the Teaching of College English Reading

高佑梅, 1996

Reading Reading Patterns and the Teaching of College English Reading holds that reading is an im... more Reading Reading Patterns and the Teaching of College English Reading holds that reading is an important part of language learning and the most important aspect of language use. A practical reading teaching model, a teaching method that learns from others' strengths, and a reading environment that conforms to the psychology model is the only way to improve the quality of reading. Only through rigorous basic language skills training, leading students into the real English realm, and mastering the real decoding skills, can the textual meaning reconstructed in their minds be completely or closer to the original intent of the author.

双及物构式赋义机制及动词准入条件高佑梅

高佑梅朱鹏, 2014

This paper holds that the distinctions of Coercion Rules underlying English and Chinese Ditransi... more This paper holds that the distinctions of Coercion Rules underlying English and Chinese Ditransitive Constructions and the conditions under which verbs can be fused with the construction. By analyzing the participant roles of verbs with the frame knowledge, and comparing the Coercion Rules in English and Chinese, and digging into reasons for verbs’ inability to enter into Ditransitive Construction and conditions for verbs’ entrance into Ditransitive Construction, the paper holds that the discrepancies between the conditions for verbs’ entrance into English Ditransitive Construction and their Chinese counterparts are due to the distinctions of the Coercion Rules in these two languages.

认知社会语言学的源起

Gao Youmei, 2020

Reflections on the Development of Cognitive Sociolinguistics for the Journal of Tianjin Foreign S... more Reflections on the Development of Cognitive Sociolinguistics for the Journal of Tianjin Foreign Studies University holds that in line with the "usage-based" view of language, cognitive linguistics began to shift from exploring the experientiality and universality of cognition to the study of semantic variation centered on cognitive and social interaction, ushering in the integration of cognitive linguistics and sociolinguistics in research methods and theoretical frameworks, giving birth to cognitive sociolinguistics, which represents the new trends of linguistic research in the 21st century, and marks another major advance in the history of language science and even cognitive science.

Reflections on the Development of Cognitive Sociolinguistics

GAO YOUMEI, 2020

In line with the "usage-based" view of language, cognitive linguistics began to shift from explo... more In line with the "usage-based" view of language, cognitive linguistics began to shift from exploring the experientiality and universality of cognition to the study of semantic variation centered on cognitive and social interaction, ushering in the integration of cognitive linguistics and sociolinguistics in research methods and theoretical frameworks, giving birth to cognitive sociolinguistics, which represents the new trends of linguistic research in the 21st century, and marks another major advance in the history of language science and even cognitive science.

年月中国应用语言学 ( 季刊 ) 第卷第期

by YOUMEI GAO and Yun Zhang

Youmei Gao, 2014

An Empirical Study of Chinese Classroom Teaching:A Cognitive Linguistic Approach GAO YOUMEI & ZHA... more An Empirical Study of Chinese Classroom Teaching:A Cognitive Linguistic Approach GAO YOUMEI & ZHANG YUN Abstract: An empirical study of Chinese EFL learners has been carried out in the authentic Chinese EFL classroom on the campus of Tianjin Foreign Studies University, with an aim to verify how and why insightfulness of the cognitive linguistic approach can facilitate L2 or FL learners in the process of learning English as a second or a foreign language. The statistical analysis of the data showed that the EC outperformed the CC both on lexical and grammatical proficiency and on their metaphorical and pragmatic or sociolinguist competence after the classroom treatment. The study has concluded that using CMs and IMs as the motivator and organizer in the process of learning English as a foreign language, the applied cognitive linguistic approach benefits L2 or FL learners with respect to comprehension and retention of memory. Key Words: cognitive linguistic approach; Chinese EFL classroom teaching； an empirical study .