Cross-Disciplinary Language Teaching


  • Phuong Nguyen Hoang University of Social Sciences and Humanities, Vietnam National University – Hochiminh City, Vietnam



cross-disciplinary; integrated; language teaching; cognitive linguistics; cognitive approach


For the reason that the labor markets is increasingly demanding for workforce with multi-specialization, cross-disciplinarity is growing more and more important. Therefore, foreign languages teaching must match what society is demanding from professions to have a cross-disciplinary role with a focus on results-oriented to keep up with the fact that leading sciences nowadays proceed by solving complex problems cutting across disciplines. Moreover, there are permanent language barriers and cognitive differences between languages, cultures and disciplines, which have caused difficulties for learners and teachers. Thus, we suggest using cognitive linguistics techniques and approaches to process the problems within the background of cross-disciplinarity because, in the viewpoint of cognitive linguistics, a linguistic term does not exist exclusively from its syntagmatic or paradigmatic relationships with the others, but also the foundation knowledge based on the culture and conventionalization. Cognitive linguistics has integrated advancements in philosophy, history, neurology, anthropology, language, psychology, and computer science. For that reason, a procedure with a cognitive perspective provides satisfactory conceptual techniques for the teaching practice. From the research, we have gained four principles for language teaching and applications in teaching vocabulary, teaching prepositions and teaching clauses. This approach combines traditional methods with modern ones as a problem-solving, case study, etc., which aims at having practicable, time-saving, but most authentic and effective applications.




How to Cite

Hoang, N. P. (2021). Cross-Disciplinary Language Teaching. Proceedings of the AsiaCALL International Conference, 621, 65–75.

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