THE COGNITIVE THEORY OF SPATIAL PREPOSITION AND ITS APPLICATION TO TEACHING ENGLISH AS A FOREIGN LANGUAGE AND TRANSLATION

Joko Kusmanto

Abstract


The dichotomy of function and content words has for so long, precisely since Fries (1952), positioned the preposition as a subject of marginal interest in linguistic studies from the perspective of both formal and functional school of linguistics. If any, such studies have generally resulted merely in the description of its function and position. Yet, in English for instance, function words are not stressed in utterances and, therefore, considered to play a minor and an unimportant role in conveying messages in a communication. The paper does not discuss all types of preposition but focuses its discussion on the spatial preposition. This paper discusses (i) what cognitive aspects drive and motivate the emergence of the lexical meaning of spatial preposition, (ii) how English and Bahasa Indonesia differ and share the use of spatial preposition, and (iii) how TEFL and teaching translation can take advantage of the answer of the second question. The first question forms the theoretical foundation of the discussion based on the Cognitive Linguistics perspective. The second question discusses the differences and the similarities of the spatial preposition in English and Bahasa Indonesia based on the above theoretical foundation. The third question is related to how TEFL and teaching translation can benefit from this comparative study between English and Indonesia spatial preposition. Finally, the discussion also shows that the lexical meaning of spatial preposition demonstrate how language, culture, and mind are intertwined.

Keywords


Cognitive Linguistics, spatial preposition, TEFL, translatio

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