Questão 67094

A teacher trainer is conducting a workshop on the application of different linguistic theories to the teaching of L2 vocabulary. She wants to contrast a traditional, structuralist-based approach with a more modern approach based on Cognitive Linguistics. The traditional approach, she explains, often treats vocabulary as a list of arbitrary labels for concepts (a word 'means' its dictionary definition) and focuses on teaching individual words in isolation. The Cognitive Linguistics approach, in contrast, sees vocabulary as a richly structured network of meaning, organized through conceptual metaphors, metonymy, and semantic frames. She chooses the domain of 'argument' to illustrate the difference. She notes that in English, the conceptual metaphor ARGUMENT IS WAR is pervasive. This metaphor structures how we talk and think about arguing. A key reading for the workshop states: 'Conceptual metaphors are not just poetic flourishes; they are fundamental cognitive structures. The ARGUMENT IS WAR metaphor is why we say our claims are 'indefensible', we 'attack' weak points, our positions are 'shot down', and we 'win' or 'lose' an argument. A pedagogy informed by Cognitive Linguistics would not just teach these as idioms, but would make the underlying metaphorical system explicit, helping learners to understand the logic that connects dozens of seemingly unrelated expressions.'

Which of the following pedagogical activities best reflects an approach to vocabulary teaching informed by Cognitive Linguistics and conceptual metaphor theory?