The linguistic representation of conceptual structure: applications for teaching reading comprehension

Abstract

This article applies the research results of Meagher (1999; 2004) to the development of strategies for increasing reading comprehension in English for Specific Purposes (ESP) courses. It concentrates on the way semantic schemas are related to discourse processes. The general objective of Meagher (1999); based on Jackendoff (1983; 1990); is the elaboration of methodology for grasping novice/expert concepts of the learning process through an apprehension of underlying schemas; while Meagher (2004); from the perspective of Talmy’s force dynamics (1985; 2000); pretends to examine how distinct semantic notions combine with the force dynamic system giving direction to discourse. Both projects deal with the construction of meaning at discourse level and study the manner in which sublexical grammatical information structures meaning in authentic corpora. Thus; results validate theoretical postulations by Jackendoff and Talmy. An understanding of these underlying conceptual structures is of great use to Spanish speaking students faced with the task of reading scientific texts in English.