1. Applied Linguistics (Language Teaching and Learning)
James P. Lantolf
Abstract
I am pleased to have been afforded the opportunity to offer my reflections on the articles included in the special issue of JALDA on what I will call “pre-paradigm” research. I borrow the concept from Kuhn (2012), which I believe appropriately describes the current state of affairs in SLA. ...
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I am pleased to have been afforded the opportunity to offer my reflections on the articles included in the special issue of JALDA on what I will call “pre-paradigm” research. I borrow the concept from Kuhn (2012), which I believe appropriately describes the current state of affairs in SLA. Each article compares different aspects of SCT with other frameworks and methodologies in the field. An appealing aspect of the overall project is that contributions have adopted different perspectival lenses. In what follows, I will address each article individually. In some cases, I will expand upon what the authors argue and in others I will critique their arguments to encourage the authors to think more deeply about their proposal(s) and perhaps to bring to bear additional theoretical insights. For convenience, I have organized the seven articles into what I see as a coherent grouping. The criterion used was whether an article reflected more of a theoretical, empirical, or practical orientation.
1. Applied Linguistics (Language Teaching and Learning)
Benjamin White; Kyoko Masuda
Abstract
In recent years, there has been a growing interest in bringing together Vygotskian sociocultural theory and cognitive linguistics for research on second language (L2) instruction. This paper explores the compatibility of the two theoretical orientations and finds that certain key assumptions within cognitive ...
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In recent years, there has been a growing interest in bringing together Vygotskian sociocultural theory and cognitive linguistics for research on second language (L2) instruction. This paper explores the compatibility of the two theoretical orientations and finds that certain key assumptions within cognitive linguistics align well with sociocultural theory. Importantly, both theories hold similar positions on the relationship between language and cognition and on the influence of culture and the external physical world on language. Possible tension between the theories lies namely in their application to L2 pedagogy and research methodology for the classroom. In order to examine how sociocultural theory and cognitive linguistics are being integrated in L2 pedagogy, we review six recent empirical studies that are informed by both theories and that target the instruction of lexicogrammar in four different languages. We identify common themes and note challenges for future research. Finally, we make recommendations for the continued integration of sociocultural theory and cognitive linguistics for L2 instruction.
2. Applied Linguistics (Inspirations from neighbor disciplines)
Mostafa Shahiditabar; Hossein Pourghasemian
Abstract
< p>This study aims to consider conceptual metaphors of “separation” in Azerbaijani Turkish poetry in an attempt to uncover the interactions of metaphorical expressions, culture, environment, and embodiment. The corpus of the study contains Azerbaijani Turkish poems of Shahriar (1906-1988) ...
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< p>This study aims to consider conceptual metaphors of “separation” in Azerbaijani Turkish poetry in an attempt to uncover the interactions of metaphorical expressions, culture, environment, and embodiment. The corpus of the study contains Azerbaijani Turkish poems of Shahriar (1906-1988) as well as seven other Azerbaijani poets. The results of the paper show that separation is expressed through eleven salient metaphors in Azerbaijani Turkish: 1. SEPARATION IS HUMAN/ANIMATE, 2. SEPARATION IS PAIN, 3. SEPARATION IS NATURAL FORCE, 4. SEPARATION IS FIRE, 5. SEPARATION IS THING/TOOL, 6. SEPARATION IS FALL, 7. SEPARATION IS OPPRESSION, 8. SEPARATION IS DEATH, 9. SEPARATION IS TRAVEL, 10. SEPARATION IS PLACE/CONTAINER, and 11. SEPARATION IS RESURRECTION. Moreover, according to the findings of the paper, Azerbaijani Turkish cultural/environmental schemata of separation lie at the root of most of the studied conceptualizations. That is, the studied metaphors are touched by cultural and environmental influences. Regarding embodiment and metaphor, the study confirms that some conceptual metaphors are based on recurring bodily experiences as it is seen in SEPARATION IS HUMAN/ANIMATE metaphors.
