Affiliation:
1. University of Bonn
2. Norwegian University of Science and Technology
3. University of Electronic Science and Technology of China
4. Chabahar Maritime University
5. Islamic Azad University Bandar Abbas
Abstract
AbstractMotion events have been the target of many studies since their introduction by Talmy (1985). The overwhelming majority of investigations have compared languages cross-culturally with English and Spanish (see, Slobin, 1996, 2004, 2005). The literature is ultimately in need of the practice of this cognitive typology. Since motion events represent cognitive styles and conceptualizations, language teaching and learning is a controversial subject of investigation. To provide insights and contribute to the development of English Language Teaching (ELT) worldwide, we conducted this interdisciplinary study on the verge of cognitive linguistics and ELT. We compared EFL textbooks taught in Iran and Turkey, employing the context of Australia as the source of comparison as the target language. Data were collected from two corpora; one consisting of three English textbooks taught at high schools and one consisting of three novels in each language. Having analyzed the motion components in the corpora, we discovered the discrepancies and diversity of patterns in the languages and the corresponding English textbooks. A detailed comparison ofMannerin these languages revealed that Talmy's typology needs further investigations for a more robust classification of languages. The EFL textbooks in Iran and Turkey do not fully picture English cognitive structures.
Publisher
Research Square Platform LLC
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