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Alex Gilmore Nottingham University, UK & Kansai Gaidai University, Japan alexgilmore@mac.

com Authentic materials and authenticity in foreign language learning anguage !eaching, "#$$, %#, &'($$). !he issue of authenticity reappeared in the $&'#s as the de*ate *et+een ,homs-y .$&/01 and 2ymes .$&'"1 led to a realisation that communicative competence involved much more than -no+ledge of language structures, and contextualised communication *egan to ta-e precedence over form. !his culminated in the approach +hich, at least in 34 circles, still holds s+ay today ( ,ommunicative anguage !eaching ( and paved the +ay for the reintroduction of authentic texts +hich +ere valued for the ideas they +ere communicating rather than the linguistic forms they illustrated. 2o+ever, despite appeals for greater authenticity in language learning going *ac- at least 5# years .67Neill & 8cott $&'%9 ,rystal & :avy $&'09 8chmidt & ;ichards $&)#9 <orro+ $&)$1, movements in this direction have *een slo+. ================================================================================================================ ,lassroom >nteraction and anguage 6utput ?iaoying @ang .,orresponding Author1 4oreign anguage :epartment, AiBie University AiBie, GuiChou, ,hina 3=mailD ?iao-ingyx@yahoo.com.cn ,arolyn :. ,astro :epartment of ;eading, 38 , and inguistics, <ontgomery ,ollege 0$ <anna-ee 8treet, ;oc-ville, <:, U8A 3nglish anguage !eaching Eol. 5, No. "9 June "#$# Froducing language output has *een regarded as a very important process in language acGuisition and learning. 2o+ever, it has also *een noted that not all language output can promote language acGuisition and learning .e.g., cite studies1. 6nly under certain circumstances does the output contri*ute to improving the target language acGuisition and learning .8+ain, $&)01. Given this, the present study focuses on the roles of the classroom interactions in promoting language output +hen learners learn a certain target language form as a foreign language. ==================================================

A ,ognitive inguistic Approach to ,lassroom 3nglish Eoca*ulary >nstruction for 34 earners in <ainland ,hina HanGi ng ,hen 8chool of 4oreign anguages Hunnan University of 4inance and 3conomics Kunming /0#""$, ,hina !elD )/=)'$=00"=50)& 3=mailD perfectrose)$'@$/5.com English Language Teaching 2, No. 1, March, 200 ,ognition is part of mental process, the *ehavior and a*ility through +hich +e human *eing perceive and acGuire -no+ledge. >t involves such mental activities as emotion, motivation, and po+er. ,ognitive linguistics is one important interdisciplinary *ranch of cognitive science, and is closely related to cognitive psychology and linguistics. >t is also an approach to language, +hich vie+s language as a -ind of cognitive action, and studies the formation, the meaning, and the rules of language +ith cognition as its departure. >n short, cognitive linguistics is an approach that is I*ased on our experience of the +orld and the +ay +e perceive and conceptualiCe itJ .Ungerer and 8chmid, "##$, p. 45/1, an approach to the analysis of natural language that focuses on language as an instrument for organiCing, processing, and conveying information and in the more restricted sense *ut one type of a cognitive science approach to language, to *e distinguished from, for instance, generative grammar and many forms of linguistic research +ithin the field of artificial intelligence.Geeraerts,$&&', pp.'=)1. Although cognitive linguistics is a ne+ marginal discipline +hich has a history of t+enty years or so, it does not only *roaden our *elief a*out the +ord Kcognition7, *ut also has stri-ing influence on the study of the process of second and foreign language learning and teaching. >t is on this sense that this paper addresses the classroom teaching of 3nglish voca*ulary from the perspective of cognitive linguistics. ". !eaching 3nglish voca*ulary 2.1 Significance of vocabulary >t has long *een ac-no+ledged in 34 teaching that voca*ulary is essential, in ,hina in particular, to 3nglish learning and teaching. >t is also stressed *y the linguist :avid @il-ins, +ho points out that K@ithout grammar very little can *y conveyed, +ithout voca*ulary nothing can *e conveyed .@il-ins, $&'%1.7 !his *est saying a*out the importance of voca*ulary learning has *een +elcomed *y teachers and learners for many years.

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