Implications of Cognitive Linguistics for Curriculum Development of Grammar

정병철

Cognitive Linguistics focuses on the centrality of meaning in linguistic structure and suggests that grammar is motivated by embodiment and conceptualization. For, language is, above all, meaning, and Communication is a process whereby meaning is defined and shared between living organisms, we can find several implications of Cognitive Linguistics that can be applied in developing the curriculum of grammar. Functional Linguistics has always made a strong claim for its relevance to language education programs, and a great deal has now been written over the years of ways to design educational programs, many of them to do with the teaching of language as a mother tongue. In the same vein, Cognitive approaches to grammar are converging towards a usage based/network model of language, which contrasts with the decontextualized view of language exposed by generative grammarians. Similarly, language teaching in general and the teaching of grammar in particular have moved from decontextualized drilling activities to more meaningful, context-based methods, a usage-based model of language teaching. In this article, it is argued that the perspective of Cognitive Linguistics can complement the role of Functional Linguistics from various angles. It provides us with more explanatory and effective way of grammar description, and theoretical ground for curriculum integration and restructuring.

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