Cognitive linguistics is a relatively new discipline which is rapidly becoming mainstream and influential, particularly in the area of second language teaching. This book looks at how cognitive linguistics can inform our teaching, and lead to intriguing suggestions for alternative ways of presenting grammar and vocabulary in the language classroom.
Tabella dei contenuti
List of Tables and Figures Acknowledgements Introduction ‘I see less of the surroundings. The story feels different’. Construal and Second Language Learning More on Categories: Words, Morphemes, Parts of Speech, ‘Grammar rules’ and Phonological Features as Radial Categories More about Spinsters and their Cats. Encyclopaedic Knowledge and Second Language Learning ‘Eyebrow heads’ and ‘yummy mummies’ Metaphor and Second Language Learning ‘Jane Austen’s on the ground floor’ … or is she? Metonymy and Second Language Learning What Have Bees, Macaque Monkeys and Humans got in Common? Embodied Cognition, Gesture and Second Language Learning ‘Loud suits’ and ‘sharp cheese’ ‘Motivated language’ and Second Language Learning ‘Brian sent Antarctica a walrus’ Construction Grammars and Second Language Learning Conclusion Index Endnotes References
Circa l’autore
JEANNETTE LITTLEMORE is a Senior Lecturer in the School of English, Drama, American and Canadian Studies at the University of Birmingham, UK. Her research interests lie in the applications of Cognitive Linguistics to second language learning and teaching, and in the teaching of metaphor to second language learners. She is co-author, with Graham D. Low, of
Figurative Thinking and Foreign Language Learning.
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