Applying Cognitive Linguistics to Second Language Learning and Teaching

✍ Scribed by Jeannette Littlemore

• Publisher: Palgrave MacMillan
• Year: 2023
• Tongue: English
• Leaves: 290
• Edition: 2
• Category: Library

✦ Synopsis

This is a revised and updated edition of a seminal text in the field of Cognitive Linguistics, written in an engaging and accessible style for a new generation of scholars and students. The author surveys and incorporates a wealth of more recent studies conducted in different areas since the book's original publication in 2009, exploring how new areas of research within Cognitive Linguistics have emerged and flourished, and taking account of key studies that have progressed the field since its inception.
This new edition has been revised throughout to review, analyse and synthesise the latest state of the art in Cognitive Linguistics-inspired second language learning and teaching research, and suggests other areas that might benefit from further exploration. It will be essential reading for academics, educators and students across Linguistics and Education, particularly those with an interest in cognitive linguistics, second language acquisition, foreign language teaching and language education.
Jeannette Littlemore is Professor of Applied Linguistics in the Department of English Language and Linguistics, School of English, Drama and Creative Studies, University of Birmingham, UK. She is a world-renowned scholar in the Cognitive Linguistic community and has spearheaded the application of metaphor in real-world contexts ranging from advertising and branding, and health and well-being, to education and teaching. She has authored over 100 publications, including seven monographs.

✦ Table of Contents

Preface to the Second Edition
References
Acknowledgements
Contents
List of Figures
List of Tables
1: Introduction
1.1 What Is ‘Cognitive Linguistics’?
1.2 Key Concepts in Cognitive Linguistics and Their Applications to Second Language Learning and Teaching and Outline of the Rest of the Book
References
2: ‘I see less of the surroundings. The story feels different’: Construal and Second Language Learning
2.1 Introductory Comments
2.2 Attention and Salience
2.2.1 Attention, Salience, and Manner-of-Movement Verbs: Slobin’s Thinking-for-Speaking Hypothesis
2.2.2 Slobin’s Thinking-for-Speaking Hypothesis and Second Language Learning
2.3 Perspective
2.4 Constitution
2.5 Categorization
2.5.1 Cross-Linguistic Differences in the Categorization of Space
2.6 Beyond Transfer: Other Cognitive Processes That Influence the Acquisition of L2 Construal Patterns
2.7 The Role of Explicit Teaching in the Learning of L2 Construal Patterns
2.8 Concluding Comments
References
3: More on Categories: Words, Morphemes, ‘Grammar Rules’, Phonological Features, and Intonation Patterns as Radial Categories
3.1 Introductory Comments
3.2 Individual Words and Morphemes as Radial Categories
3.2.1 How Does the Idea That Words and Morphemes Operate Within Radial Categories Help Second Language Learners and Teachers?
3.3 ‘Grammar Rules’ as Radial Categories
3.3.1 How Might the Idea That ‘Grammar Rules’ Operate Within Radial Categories Help Second Language Learners and Teachers?
3.4 Phonological Features as Radial Categories
3.4.1 How Might the Idea That Phonological Features Operate Within Radial Categories Help Second Language Learners and Teachers?
3.5 Intonation Patterns as Radial Categories
3.5.1 How Might the Idea That Intonation Patterns Operate Within Radial Categories Help Second Language Learners and Teachers?
3.6 Concluding Comments
References
4: More About Spinsters and Their Cats: Encyclopaedic Knowledge and Second Language Learning
4.1 Introductory Comments
4.2 What Is Meant by ‘Encyclopaedic Knowledge’?
4.3 Encyclopaedic Knowledge and Frame Semantics
4.4 Idealized Cognitive Models
4.5 Clines of Encyclopaedic Knowledge
4.6 What Aspects of Encyclopaedic Knowledge Should Be Taught?
4.7 How Can Encyclopaedic Knowledge Be Taught?
4.8 Concluding Comments
References
5: ‘Eyebrow Heads’ and ‘Yummy Mummies’: Metaphor and Second Language Learning
5.1 Introductory Comments
5.2 Conceptual Metaphor Theory
5.3 Conceptual and Linguistic Metaphor: Cross-Linguistic Variation and Implications for Language Learning
5.4 Other Aspects of Metaphor and Their Implications for Language Learning and Teaching
5.4.1 Creative Metaphor
5.4.2 Metaphor and Phraseological Patterns
5.4.3 Metaphor as a Dynamic Process
5.4.4 Conceptual Metaphor and Blending Theory
5.5 Concluding Comments
References
6: ‘You’ll find Jane Austen in the basement’ … or Will You? Metonymy and Second Language Learning
6.1 Introductory Comments
6.2 Conceptual and Linguistic Metonymy
6.3 The Relationship Between Metonymy and Metaphor
6.4 The Functions of Metonymy
6.5 What Challenges Might Metonymy Present to Second Language Learners?
6.6 Investigations into the Comprehension and Production of Metonymy by Second Language Learners
6.7 How Might Language Learners Be Helped to Deal with Metonymy?
6.8 Concluding Comments
References
7: What Have Bees, Macaque Monkeys, and Humans Got in Common? Embodied Cognition, Gesture, and Second Language Learning
7.1 Introductory Comments
7.2 Embodied Metaphor in the First and Second Language
7.3 The Role of Embodied Cognition in Language Learning and Teaching
7.4 Embodied Cognition and Gesture
7.5 Cross-Linguistic Variation in the Use of Gesture
7.6 Do People Change Their Gesture Patterns When They Acquire a Second Language?
7.7 How Do Learners Benefit from Seeing Gesture When Listening to the Target Language?
7.8 How Do Learners Benefit from Using Gesture When Working in the Target Language?
7.9 Concluding Comments
References
8: ‘Loud Suits’ and ‘Sharp Cheese’: Motivated Language, Iconicity, and Second Language Learning
8.1 Introductory Comments
8.2 Explainable Form-Form Connections
8.3 Explainable Form-Meaning Connections
8.4 Explainable Meaning-Meaning Connections
8.5 Limitations to the Teaching of Motivated Language in the Classroom
8.6 Concluding Comments
References
9: ‘Oscar sent Venice an elephant’: Construction Grammars and Second Language Learning
9.1 Introductory Comments
9.2 Goldberg’s (1995) Construction Grammar
9.3 Relationships Between Constructions
9.4 Learning Constructions Explicitly: Classroom Applications of Goldberg’s Theory
9.5 Learning Constructions Implicitly: Tomasello’s Usage-Based Account of L1 Acquisition and Its Applications to L2 Acquisition
9.6 Concluding Comments
References
10: Conclusion
References
Index