Cognitive Linguistics and Language Teaching

✍ Scribed by Randal Holme

• Publisher: Palgrave Macmillan
• Year: 2009
• Tongue: English
• Leaves: 266
• Category: Library

✦ Synopsis

Language consists of constructions acquired through use, pair form with meaning, and encode different experiences of reality. Exploring how this knowledge is challenging second language learning the book examines how cognitive linguistic theory can propose new classroom methods, revive older ones, or underpin aspects of current practice.

✦ Table of Contents

Cover......Page 1
Contents......Page 6
List of Activities......Page 10
List of Figures and Tables......Page 12
Acknowledgements......Page 14
1 Introduction......Page 16
The linguistics applied approach: generative linguistics and second language learning......Page 17
The applied linguistics of second language learning......Page 19
Language as a social semiotic......Page 20
The emergence of cognitive linguistics......Page 21
Ending the LA–AL divide......Page 25
The purpose of the book......Page 27
Part I: Embodied Experience......Page 30
The problem of meaning......Page 32
Language learning as category learning......Page 36
Conclusions......Page 42
Introduction......Page 44
Proprioception: how the body remains aware of its own position in space......Page 46
Not seeing but conceptualising......Page 47
Cognitive development and infant movement......Page 48
Aplasic phantoms......Page 49
Mirror neurons......Page 50
The nature of language: image schemas and embodied cognition......Page 51
Education and embodiment......Page 54
Language teaching and embodiment: language as rhythm and movement......Page 56
Language teaching and embodiment: mime, enactment and movement......Page 59
Language teaching and embodiment: rethinking TPR......Page 63
Conclusions......Page 67
The importance of gesture in communication......Page 69
Gesture in education......Page 71
Gesture and teaching prepositions......Page 73
Gesture and English articles......Page 75
Conclusions......Page 77
Part II: Conceptualisation......Page 78
Introduction......Page 80
The Sapir-Whorf hypothesis......Page 82
Meaning and conceptualisation......Page 84
Linguistic relativity: how different is different?......Page 90
Experimental evidence for linguistic relativity......Page 92
To learn new meanings, do we have to conceptualise the world differently?......Page 95
Second language errors and linguistic relativity......Page 96
Errors that use first language forms and meanings within the second language......Page 99
Errors that over-generalise some acquired formal or semantic feature of the second language......Page 101
False friends......Page 103
The problem of separating meaning from conceptualisation......Page 104
Can one change a conceptualisation?......Page 105
Language, culture and conceptualisation in the classroom......Page 107
Language, culture and learning......Page 110
Different meanings for different languages......Page 115
Conclusions......Page 123
Introduction......Page 126
Construal operations......Page 127
Attention, salience and enactive SLA......Page 128
Metonymy: attention and salience......Page 132
Scope of attention......Page 135
Scalar adjustment......Page 138
Dynamic attention......Page 140
Category formation......Page 144
Category formation and language teaching......Page 145
Metaphor and language teaching......Page 149
Metaphor analysis......Page 150
The explanatory power of metaphor and analogy......Page 151
Using metaphor to learn second language lexis and grammar......Page 153
Figure–ground conceptual operations, force dynamics and action chains......Page 157
Perspectives and situatedness......Page 162
Deixis......Page 165
Constitution/gestalt......Page 167
Geometry......Page 170
Conclusions......Page 172
Part III: Meaning and Usage......Page 174
Introduction......Page 176
Word networks: hyponymy and schematicity......Page 178
Word networks: meronymy......Page 180
Crossing category borders......Page 182
Knowledge types and encyclopaedic meaning......Page 183
Finding the frame......Page 184
Phonological sense relations......Page 186
Conclusions......Page 189
Introduction......Page 192
Constructions......Page 193
Type and token......Page 194
Usage......Page 196
Recognising constructions......Page 198
Teaching constructions......Page 199
Teaching filled constructions: idioms......Page 200
Teaching partially filled constructions: lexis, meaning and conceptualisation......Page 201
Teaching partially filled constructions: bound morphemes, inflections and lexis......Page 202
Teaching partially filled constructions: bound morphemes......Page 203
Teaching partially filled constructions: lexis and morphemes......Page 207
Teaching partially filled constructions: lexis......Page 212
Teaching unfilled constructions......Page 216
Encountering constructions......Page 220
Finding useful forms......Page 221
Conclusions......Page 227
Part IV: Conclusions......Page 230
Product and process......Page 232
Language teaching implications......Page 233
Re-embedding linguistic form in the imagery and movement from which it emerged......Page 234
Engage the learners in the explicit analysis of form and meaning......Page 235
A forum for usage......Page 241
Sequencing......Page 242
Bibliography......Page 246
C......Page 259
F......Page 261
K......Page 262
M......Page 263
Q......Page 264
T......Page 265
Z......Page 266