抄録
We collaborated to team-teach an English presentation skills class via Zoom plurilingually, introducing concepts from cognitive linguistics (e.g. frame semantics, prototype, and category membership) to move students to “re-conceptualize” their tools, words, and master their presentation skills. Students were overall confident in casual English conversation, yet tended to either write grammatically correct sentences in limited patterns, or try to raise readability scores by merely switching everyday vocabularies with archaic ones. Focusing on the “weight” of the verbs used in their writings, students were asked to explore the frame semantics afforded by verbs through translation options and bilingual discussions. Each participant prepared and presented creative new stories, challenging the next speaker to try out other possibilities to entertain the audience. Showing marked improvement launched by this broadminded approach, students displayed clear understandings of scenes implied by the verb in focus (‘escape’) and created and filled in imaginative new frames to entertain their audience. They used powerful verbs and equally strong tropes to present multiple thematic roles, extending elementary frames and harnessing the encyclopedic nature of semantics.
https://ror.org/0418a3v02 
