As a higher cognitive function of the human brain, language development is inextricably linked to brain cognition. Cognitive research provides a theoretical basis and methodology for language development and learning. Three meta-linguistic cognitive factors, phonological-orthographic and morphological awareness, are effective predictor variables and important influencing factors for vocabulary learning and further literacy development. A view of vocabulary learning based on cognitive linguistic theory can effectively change English teaching practice.
Cite this paper
Chang, Y. , Li, B. and Lu, J. (2021). English Vocabulary Teaching from a Cognitive Perspective. Open Access Library Journal, 8, e7777. doi: http://dx.doi.org/10.4236/oalib.1107777.
Chang, Y. and Wu, J. (2013) The Role of Metalinguistic Awareness on Second Language Literacy: Evidence from Training Studies: Evidence from Training Studies. Journal of Inner Mongolia Normal University (Education and Science), No. 12, 123-125.
Bruck, M. and Waters, G.S. (1990) An Analysis of the Component Spelling and Reading Skills of Good Readers—Good Spellers, Good Readers—Poor Spellers, and Poor Readers—Poor Spellers. In: Carr, T.H. and Levy, B.A., Eds., Reading and Its Development, Academic Press, San Diego, 161-206.
Feldman, L.B. and Andjelkovic, D. (1992) Morphological Analysis in Word Recognition. In: Katz, L. and Frost, R., Eds., Orthography, Phonology, Morphology, and Meaning: An Overview, Lawrence Erlbaum Associates, Hillsdale, NJ, 103-105.
Fowler, A.E. and Liberman, I.Y. (1995) The Role of Phonology and Orthography in Morphological Awareness. In: Feldman, L., Ed., Morphological Aspects of Language Processing, Erlbaum, Hillsdale, NJ, 189-209.
Liu, Y. (2008) A Study on the Structure, Relationship and Function of Chinese and English Morpheme Awareness in Chinese Children’s Reading. Beijing Normal University, Beijing.
