The Impact of Grammatical Aspects on Cognition Level in Foreign Language Learning Process

The Impact of Grammatical Aspects on Cognition Level in Foreign Language Learning Process

Nur Cebeci (Trakya University, Turkey)
Copyright: © 2018 |Pages: 15
DOI: 10.4018/978-1-5225-4009-0.ch006

Abstract

Linguistics as the study of the nature of languages has a visible impact on various fields such as education, language teaching, philosophy, computer science, and anthropology. However, the nature of language is a broad idea, which makes it hard to give a clear, simple definition. One of the most fundamental assumptions is the rule-governed feature of the human language interrelated with pronunciation, word formation, and grammatical construction. The aim of this chapter is to discuss how the rules of the language have an impact on foreign language learning process and how it affects foreign language learners' storing and processing the language in the brain. In doing so, some predetermined samples of lexical items and formal structures of language are analyzed in terms of the foreign language learners' cognition as prospective teachers of English in the teacher training process.
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Background

The human brain has a complicated role in language learning process while acquiring and storing the mental lexicon and grammar and retrieving that linguistic storehouse to speak and understand in real life situation. Understanding the notions how knowledge is stored and how linguistic competence is shaped which are complex procedural processes has been the core of linguistic discussions. Fromkin (2003) claims that memorizing a stored string with its meaning is not possible because of the language creativity. In this aspect, it is proclaimed that language learners do not learn language by memorizing and storing sentences, but by composing grammatical sentences. Thus, in comprehending and producing the language, first of all, the learner accesses lexicon to find the words, and then uses the rules of grammar to make original sentences and to produce the sounds that express the message tried to be delivered. The learner, as the speaker and receiver, relates linguistic units to each other during comprehension and production stages.

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