LEADER 06274nam 2200733Ia 450 001 9910458618803321 005 20200520144314.0 010 $a1-282-88517-0 010 $a9786612885174 010 $a3-11-183223-6 010 $a3-11-024583-3 024 7 $a10.1515/9783110245837 035 $a(CKB)2560000000054601 035 $a(EBL)605963 035 $a(OCoLC)687690325 035 $a(SSID)ssj0000436701 035 $a(PQKBManifestationID)11317062 035 $a(PQKBTitleCode)TC0000436701 035 $a(PQKBWorkID)10428853 035 $a(PQKB)10659905 035 $a(MiAaPQ)EBC605963 035 $a(DE-B1597)57624 035 $a(OCoLC)859566452 035 $a(DE-B1597)9783110245837 035 $a(PPN)175514208 035 $a(Au-PeEL)EBL605963 035 $a(CaPaEBR)ebr10424417 035 $a(CaONFJC)MIL288517 035 $a(EXLCZ)992560000000054601 100 $a20100604d2010 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aFostering language teaching efficiency through cognitive linguistics$b[electronic resource] /$fedited by Sabine De Knop, Frank Boers, Antoon De Rycker 210 $aBerlin ;$aNew York $cDe Gruyter Mouton$d2010 215 $a1 online resource (404 p.) 225 1 $aApplications of cognitive linguistics; v. 17 300 $aDescription based upon print version of record. 311 $a3-11-024582-5 320 $aIncludes bibliographical references and index. 327 $t Frontmatter -- $tTable of contents -- $tFostering language teaching efficiency through cognitive linguistics: Introduction / $rBoers, Frank / De Rycker, Antoon / De Knop, Sabine -- $tPart I - The importance of usage-based language acquisition, but why it may not suffice in contexts of second language learning -- $tLanguage in the mind / $rTaylor, John -- $tPhrasal verbs in EFL course books / $rAlejo, Rafael / Piquer, Ana / Reveriego, Guadalupe -- $tBasic-level salience in second language vocabulary acquisition / $rXiaoyan, Xia / Wolf, Hans-Georg -- $tDoes 'chunking' foster chunk-uptake? / $rStengers, Helene / Boers, Frank / Housen, Alex / Eyckmans, June -- $tPart II - How Cognitive Linguistics can inform decisions about what to teach -- $tHaving many meanings: A corpus study of Spanish EFL writers' construals with have / $rNeff-van Aertselaer, JoAnne / Bunce, Caroline -- $tSeven events in three languages: Culture-specific conceptualizations and their implications for FLT / $rJing-Schmidt, Zhuo -- $tCanonicity and variation in idiomatic expressions: Evidence from business press headlines / $rHerrera, Honesto / White, Michael -- $tThe use of metaphor and metonymy in academic and professional discourse and their challenges for learners and teachers of English / $rLittlemore, Jeannette / Chen, Phyllis / Tang, Polly Liyen / Koester, Almut / Barnden, John -- $tArgument constructions and language processing: Evidence from a priming Experiment and pedagogical implications / $rEddington, David / Ruiz de Mendoza, Francisco -- $tChoosing motivated chunks for teaching / $rBoers, Frank / Deconinck, Julie / Lindstromberg, Seth -- $tPart III - How Cognitive Lingusics can inform decisions about how to teach -- $tFostering the acquisition of English prepositions by Japanese learners with networks and prototypes / $rCho, Kanako -- $tA prototype approach to auxiliary selection in the Italian passato prossimo / $rHamrick, Phillip / Attardo, Salvatore -- $tObstacles to CM-guided L2 idiom interpretation / $rHu, Ying-Hsueh / Fong, Yu-Ying -- $tCorpus-informed integration of metaphor in materials for the business English classroom / $rJuchem-Grundmann, Constanze / Krennmayr, Tina -- $tImproving word learn-ability with lexical decomposition strategies / $rSanchez-Stockhammer, Christina -- $tCognitive theory as a tool for teaching pronunciation / $rFraser, Helen -- $t Backmatter 330 $aIn contexts of instructed second language acquisition there is a need for teaching methods that are optimally efficient, i.e. teaching interventions that generate a maximal return on learners' and teachers' investment of time and effort. In the past couple of decades, many researchers have argued that insights from Cognitive Linguistics (CL) - when suitably translated for pedagogical purposes - can make a major contribution to fostering such language teaching efficiency. This collective volume assesses and supplements those CL proposals. The first part of the book positions CL-inspired language pedagogy vis-à-vis recent trends in mainstream applied linguistics and illustrates through several case studies that language-focused instruction (including CL-inspired instruction) is a useful - if not indispensable - complement to learner-autonomous, incidental acquisition. The second part demonstrates how CL research can help pedagogues identify hitherto neglected language elements that merit explicit targeting in second language instruction. The third part consists of contributions that put the pedagogical efficiency of several CL-inspired interventions to the test in classroom experiments. Additions to the currently available armoury of teaching methods are proposed. The kinds of target language items under examination in the book range from single words over multiword units to grammar patterns. Throughout, the volume illustrates how much pedagogy-oriented Cognitive Linguistics has matured in recent years. 410 0$aApplications of cognitive linguistics ;$v17. 606 $aLanguage and languages$xStudy and teaching 606 $aLanguage acquisition$xStudy and teaching 606 $aCognitive grammar 608 $aElectronic books. 615 0$aLanguage and languages$xStudy and teaching. 615 0$aLanguage acquisition$xStudy and teaching. 615 0$aCognitive grammar. 676 $a418.0071 686 $aES 861$2rvk 701 $aKnop$b Sabine de$0214469 701 $aBoers$b Frank$01032844 701 $aRycker$b Antoon De$0945341 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910458618803321 996 $aFostering language teaching efficiency through cognitive linguistics$92450942 997 $aUNINA