A comparative study of animation versus static effects in the spatial concept-based metaphor awareness-raising approach on EFL learners’ cognitive processing of request strategies
Bibliographic Data
| ID | 21819702 |
|---|---|
| Authors | Masahiro Takimoto (0000-0003-3007-3326, Aoyama Gakuin University, corresponding author) |
| Year | 2021 |
| Volume | 13 |
| Issue | 2 |
| Pages | 191-226 |
| Publication date | 2021-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language and Cognition (JOURNAL) |
| Journal identifiers | ISSN: 1866-9808 • E-ISSN: 1866-9859 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/langcog.2020.34 |
| OpenAlex | W3119922793 |
| Language | EN |
| Citations received | 4 |
| References cited | 41 |
This study evaluates the relative effects of two cognitive linguistic approaches – using animated versus static scenes in an illustration based on the spatial concept-oriented metaphor – and a non-cognitive linguistic approach on the Japanese EFL learners’ processing of request strategies with degrees of politeness. The cognitive linguistic approach consisted of applying the metaphor politeness is distance in the teaching of different degrees of politeness. It involved a spatial concept projection through which participants could understand degrees of politeness in terms of the spatially visualized concepts of near – far and high – low relationships associated with three social variables – closeness , power , and speaker difficulty – in either animated or static illustration. In contrast, the non-cognitive linguistic approach involved rote learning of target English polite requests in a list. The results demonstrated that the static version of the cognitive linguistic approach enabled participants to process degrees of politeness and perform as well as those who underwent the animated version. Moreover, the animation effects did not appear to have had a major impact on the overall performance of groups subjected to both cognitive language approaches. The results also showed that the cognitive linguistic approach groups outperformed the non-cognitive linguistic approach and control groups
Animation · Closeness · Cognition · Cognitive psychology · Linguistics · Metaphor · Politeness · Computer Science · EFL/ESL Teaching and Learning · Language, Discourse, Communication Strategies · Language, Metaphor, and Cognition · Psychology
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Investigating the effects of cognitive linguistic approach in developing EFL learners’ pragmatic proficiency
Noticing in task performance and learning outcomes
Teaching pragmatic awareness of spoken requests to Chinese EAP learners in the UK
Instructed pragmatics at a glance
Cognitive Linguistic approaches to teaching vocabulary
Effects of Instruction on Adolescent Beginners’ Acquisition of Request Modification
Cognitive Linguistics and the Second Language Classroom
Learning Phrasal Verbs Through Conceptual Metaphors
Politeness
Animation
Cross-Cultural Pragmatic Failure
The effects of pragmatic consciousness-raising activity on the development of pragmatic awareness and use of hearsay evidential markers for learners of Japanese as a foreign language
Developing L2 Pragmatics
| Unique citing works | 4 |
|---|---|
| Citations per year | 1,33 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |