Enhancing medical students’ vocabulary Via conceptual metaphor and priming
https://doi.org/10.46845/2071-5331-2024-2-68-173-179
Abstract
In this article the definition and key principles of the theories of conceptual metaphor and priming are being examined, exploring its context, mechanisms, and impact on cognitive processes involved in teaching vocabulary to medical students. An overview of major studies demonstrating the practical significance of the theory of priming is provided as well as practical material to be implemented in teaching EL vocabulary in general with emphasis on teaching phrasal verbs in particular. This article has explored various mechanisms of priming, such as semantic, phonological, syntactic, and pragmatic, and their influence on language learning. Further research in this field will contribute to a deeper understanding of the role of priming in language teaching and learning and cognitive mechanisms.
About the Authors
T. I. Verbitskaya
Балтийский Федеральный университет им. И. Канта
Russian Federation
Russian Federation
Candidate of Sciences (Pedagogy), associate professor, Docent
O. E. Rozhkova
Балтийский Федеральный университет им. И. Канта
Russian Federation
Russian Federation
Candidate of Sciences (Philology), associate professor, Docent
S. E. Mazanova
Балтийский Федеральный университет им. И. Канта
Russian Federation
Russian Federation
Candidate of Sciences (Pedagogy), associate professor, Docent
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Review
For citations:
Verbitskaya T.I., Rozhkova O.E., Mazanova S.E. Enhancing medical students’ vocabulary Via conceptual metaphor and priming. The Tidings of the Baltic State Fishing Fleet Academy: Psychological and pedagogical sciences. 2024;(2(68)):173-179. (In Russ.) https://doi.org/10.46845/2071-5331-2024-2-68-173-179
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