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Teaching of English Writing from the Perspective of Embodied-cognitive Linguistics, Meta-cognitive Strategy and Corrective Feedback

Yu Zhang

Abstract


Cognitive linguistics has always been an important branch of linguistics, and during 20th century, linguistics experienced three revolutions: Saussure’s structuralism revolution, Chomsky’s TG revolution, and cognitive functional linguistics’ revolution to Joe’s revolution. Time to 21st century, Wang Yin, a famous professor in China, put forward an important and revolutionary point about linguistics based on the research of cognitive linguistics and philosophy. He proposed a new concept, Embodied-Cognitive Linguistics, with repairing cognitive linguistics. In addition, writing has always been the focus and difficulty of most Chinese students to study and how to promote their writing is the essential question for teachers to think deeply. Except Embodied-Cognitive Linguistics, this research will also take the point of Meta-cognitive Strategy and corrective feedback theory and then take some suggestions on how to teach writing.

Keywords


Embodied-Cognitive Linguistics; Meta-cognitive Strategy; Corrective Feedback; English Writing; Teaching

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References


Wang Y. The three linguistic revolutions in the 20th century: Academic frontier of embodied-cognitive linguistics. Foreign Language and Literature Research 2015; (02): 2–11.

Zhang K. The principle of recognition and the relationship among perceiver, reality and language (in Chinese). Journal of PLA University of Foreign Languages 2019; 42(6): 71–80.

Sheen Y, Ellis R. “Corrective feedback in language teaching”. In E. Hinkel (Ed), Handbook of research in second language teaching and learning. New York: Routledge 2011; 593–607.




DOI: http://dx.doi.org/10.18686/mmf.v5i1.3274

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