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Search Results (4)

Search Parameters:
Keywords = cognitive-constructionist approach

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22 pages, 770 KiB  
Article
An Upper Take on Doubler-Uppers
by Alexandra Bagasheva
Languages 2024, 9(3), 91; https://doi.org/10.3390/languages9030091 - 10 Mar 2024
Viewed by 1635
Abstract
Against the background of comparatively insufficient, expressly dedicated studies on double particle verb person nominalisations, this paper offers a qualitative, cognitive-constructionist approach to the properties of doubler-upper nominalisations of particle verbs in English and a reappraisal of some of the available analyses thereof. [...] Read more.
Against the background of comparatively insufficient, expressly dedicated studies on double particle verb person nominalisations, this paper offers a qualitative, cognitive-constructionist approach to the properties of doubler-upper nominalisations of particle verbs in English and a reappraisal of some of the available analyses thereof. On the assumption of the validity of the flexicon stance on the organisation of words in the human mind, and on the basis of a preliminary semantic analysis of 300 types of doubler-upper nouns extracted from two corpora and Urban Dictionary, it is claimed that there are no identifiable constraints on the possibility of double-er marking and no particular properties of particle verbs as bases to preclude double -er marking. A hypothesis is formulated that, despite their deviance, doubler-uppers strike the optimal balance between complexity and unity and appear to be the most natural and morphophonologically best-fitting pattern for particle verb -er nominalisation (at least in spoken discourse and the media). Full article
(This article belongs to the Special Issue Word-Formation Processes in English)
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5 pages, 309 KiB  
Book Review
Book Review: Traugott (2022). Discourse Structuring Markers in English. A Historical Constructionalist Perspective on Pragmatics. Amsterdam and Philadelphia: John Benjamins. ISBN: 978-90-272-1091-3
by Mengmin Xu and Fuyin Li
Languages 2023, 8(3), 195; https://doi.org/10.3390/languages8030195 - 14 Aug 2023
Viewed by 1668
Abstract
The cognitive-constructionist approach to language has significantly gained prominence, with recent developments expanding its exploration into language change [...] Full article
12 pages, 437 KiB  
Article
Promoting Positive Emotions during the Emergency Remote Teaching of English for Academic Purposes: The Unexpected Role of the Constructionist Approach
by Lucas Kohnke and Dennis Foung
Educ. Sci. 2023, 13(8), 765; https://doi.org/10.3390/educsci13080765 - 26 Jul 2023
Cited by 3 | Viewed by 1804
Abstract
Despite the significant research on the effectiveness and challenges of emergency remote teaching (ERT) during the global COVID-19 pandemic, few studies have focused on the systematic facilitation of positive emotions by classroom teachers. This study aimed to identify the strategies that teachers of [...] Read more.
Despite the significant research on the effectiveness and challenges of emergency remote teaching (ERT) during the global COVID-19 pandemic, few studies have focused on the systematic facilitation of positive emotions by classroom teachers. This study aimed to identify the strategies that teachers of English for Academic Purposes (EAP) used during the ERT period, by interviewing 18 university English teachers in Hong Kong. Our results suggest that one traditional learning theory, the constructionist approach, played an unexpectedly important role in facilitating positive student emotions, as well as encouraging learning. Cognitively demanding tasks helped divert students’ attention away from the negative emotions they faced and towards their learning. Interactions also played an essential role in helping students learn and in reducing negative emotions. These results shed light on the significance of positive emotions in an online or ERT environment, with significant implications for university teachers who want their teaching to systematically promote positive emotions. Full article
(This article belongs to the Special Issue Digital Learning and Teaching during the Pandemic: From Theory to Practice)
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21 pages, 1732 KiB  
Article
Progression of Cognitive-Affective States During Learning in Kindergarteners: Bringing Together Physiological, Observational and Performance Data
by Priyashri Kamlesh Sridhar and Suranga Nanayakkara
Educ. Sci. 2020, 10(7), 177; https://doi.org/10.3390/educsci10070177 - 3 Jul 2020
Cited by 1 | Viewed by 4295
Abstract
It has been shown that combining data from multiple sources, such as observations, self-reports, and performance with physiological markers offers better insights into cognitive-affective states during the learning process. Through a study with 12 kindergarteners, we explore the role of utilizing insights from [...] Read more.
It has been shown that combining data from multiple sources, such as observations, self-reports, and performance with physiological markers offers better insights into cognitive-affective states during the learning process. Through a study with 12 kindergarteners, we explore the role of utilizing insights from multiple data sources, as a potential arsenal to supplement and complement existing assessments methods in understanding cognitive-affective states across two main pedagogical approaches—constructionist and instructionist—as children explored learning a chosen Science, Technology, Engineering and Mathematics (STEM) concept. We present the trends that emerged across pedagogies from different data sources and illustrate the potential value of additional data channels through case illustrations. We also offer several recommendations for such studies, particularly when collecting physiological data, and summarize key challenges that provide potential avenues for future work. Full article
(This article belongs to the Section Technology Enhanced Education)
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