Using Cognitive Linguistics to Teach Synonyms for Iraqi College Students

Bibliographic Data

ID21864383
AuthorsMareb Albaidhani, Mareb Mohammed Sangoor Al-Baidhani (University of Baghdad, corresponding author)
Year2023
Issue147
Pages21-36
Publication date2023-12-15
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueAl-Adab Journal (JOURNAL)
Journal identifiersISSN: 1994-473X • E-ISSN: 2706-9931
PublisherUniversity of Baghdad - College of Arts (PUBLISHER)
DOI10.31973/aj.v1i147.4146
OpenAlexW4389783837
LanguageEN
Citations received1
References cited2

It's challenging to help EFL students in Iraq learn and use synonyms. This study investigates the challenges faced by Iraqi English as a Foreign Language (EFL) students in understanding and employing synonyms. By employing Langacker's cognitive linguistic theory of domains, the research aims to enhance EFL Iraqi students' synonym knowledge and vocabulary acquisition. The study utilizes a descriptive analysis technique, with a pre-test and post-test design, involving fifty first-year students at the University of Baghdad's College of Languages, Department of English. The findings reveal that the domain theory significantly improved students' comprehension and application of English word semantics. Prior to the intervention, students had limited knowledge of the domain approach and struggled with recognizing and producing lexical features. After five weeks of treatment, students demonstrated increased abilities to define different types of domains and their properties, as well as understanding the literal and conceptual meanings of words. The study concludes that implementing the theory of domains can effectively enhance vocabulary acquisition among Iraqi EFL students and emphasizes the importance of teaching synonyms with a focus on sense relations

Cognition · Cognitive linguistics · Comprehension · Linguistics · Mathematics education · Vocabulary · Computer Science · Psychology · Second Language Acquisition and Learning

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