engleski

Efficiency of teaching verbal prefixation in Croatian as L2 by means of the cognitive linguistic approach

Verbal prefixation in Slavic languages is an important linguistic and language teaching topic. Teachers of Croatian as a second language (CL2) so far have applied two approaches when teaching verbal prefixation – verbs in context (VC) approach and lexical prefix- centric (LPC) approach. A third approach, which is based on descriptions of the meanings of verbal prefixes developed within the cognitive linguistic theoretical framework, has been worked out at the theoretical level, but its efficiency has not yet been verified in real-life classroom situations. Cognitive linguistic (CL) approach emphasizes the semantic contribution of a prefix in a prefixed verb, and presents usages of a verbal prefix with different verbs as semantically motivated. By means of this approach, verbal prefixation appears as a systematic process, which consequently makes it easier to learn. This paper presents a research that tests the assumption that the teaching of verbal prefixation by means of a CL approach is more effective than by means of an LPC approach. This is the first empirical research on the effectiveness of the cognitive linguistics based approach in teaching CL2.

verbal prefixation, cognitive linguistics, foreign language teaching, Croatian language

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