Making Meaning through Prepositions:A Model for Teacher Trainees  

作　　者：Ghsoon Reda 

机构地区：[1]Sohar University,Oman

出　　处：《Language and Semiotic Studies》2020年第4期85-102,共18页语言与符号学研究（英文）

摘　　要：This paper proposes a cognitive-semiotic model for teaching English prepositions within teacher training programs.The model is presented as a three-session grammar module that involves 1)creating an environment for the learners to see prepositional polysemy as multiple ways of viewing Trajector(TR)-Landmark(LM)spatial configurations(Tyler&Evans,2003,2005)and 2)guiding them to make meaning through prepositions in the context of Radden and Dirven’s(2007)event schemas.This is a simplex to complex inventory of constructions for talking about world events(i.e.the material,psychological and force-dynamic world events)that can be presented as manipulations of a basic TR-LM spatial configuration.Such a module is useful for native and non-native English teacher trainees alike considering that it allows for covering prepositional polysemy and use in a systematically graded manner,a manner that may help teacher trainees to learn to prepare conceptually-linked,graded materials for teaching prepositions to EFL(English as a foreign language)learners.

关 键 词：cognitive grammar Conceptual Metaphor Theory event schemas event settings prepositional meaning semantic roles 

分 类 号：H319.3[语言文字—英语]