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 .
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 .
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