LEADER 05101nam 2200733Ia 450 001 9910782765103321 005 20230617005015.0 010 $a1-282-19490-9 010 $a9786612194900 010 $a3-11-019985-8 024 7 $a10.1515/9783110199857 035 $a(CKB)1000000000697948 035 $a(EBL)280146 035 $a(OCoLC)435493445 035 $a(SSID)ssj0000124370 035 $a(PQKBManifestationID)11129074 035 $a(PQKBTitleCode)TC0000124370 035 $a(PQKBWorkID)10013877 035 $a(PQKB)10328917 035 $a(MiAaPQ)EBC280146 035 $a(DE-B1597)32135 035 $a(OCoLC)1024025649 035 $a(OCoLC)853249090 035 $a(DE-B1597)9783110199857 035 $a(Au-PeEL)EBL280146 035 $a(CaPaEBR)ebr10318143 035 $a(CaONFJC)MIL219490 035 $a(EXLCZ)991000000000697948 100 $a20031210d2004 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aCognitive linguistics, second language acquisition, and foreign language teaching$b[electronic resource] /$fedited by Michel Achard and Susanne Niemeier 205 $a2004 210 $aBerlin ;$aNew York $cMouton de Gruyter$d2004 215 $a1 online resource (292 p.) 225 1 $aStudies on language acquisition ;$v18 300 $aDescription based upon print version of record. 311 $a3-11-017357-3 320 $aIncludes bibliographical references and index. 327 $tFrontmatter -- $tContents -- $tIntroduction: Cognitive Linguistics, Language Acquisition, and Pedagogy -- $tExpressing Motion Events in a Second Language: a Cognitive Typological Perspective -- $tConstrual, Convention, and Constructions in L2 Speech -- $tInput Versus Transfer? - The Role of Frequency and Similarity in the Acquisition of L2 Prepositions -- $tLinguistic and Cultural Relativity - Reconsidered for the Foreign Language Classroom -- $tThe Figure / Ground Gestalt and Language Teaching Methodology -- $t"Cultural Scripts": a New Medium for Ethnopragmatic Instruction -- $tGrammatical Instruction in the Natural Approach: a Cognitive Grammar View -- $tTeaching Temporal Connectors and their Prototypical Non-temporal Extensions -- $tExpanding Learners' Vocabulary Through Metaphor Awareness: What Expansion, What Learners, What Vocabulary? -- $tA Cognitive Linguistic View of Polysemy in English and its Implications for Teaching -- $tApplying Cognitive Linguistics to Pedagogical Grammar: The Case of Over -- $tBackmatter 330 $aThis collection of twelve papers demonstrates that the concepts developed within the Cognitive Linguistics movement afford an insightful perspective on several important areas of second language acquisition and pedagogy.In the first part of the book, three papers show how three Cognitive Linguistics constructs provide a useful theoretical frame within which second language acquisition data can be analyzed. First, Talmy's typology of motion events is argued to constitute the base relative to which acquisition discrepancies in motion events are most valuably investigated. Secondly, the notion of "construction" is invoked in order to account for systematic differences between the native and non-native speakers' use of the English verb get. Finally, frequency and similarity effects are shown to play a crucial part in the learning of prepositions in a second language.The second part of the book shows that the key concepts commonly invoked in Cognitive Linguistics analyses allow language teachers to insightfully structure the presentation of problematic material in the foreign language classroom. These concepts include among others polysemy, the figure/ground gestalt, the usage-based conception of grammar, the radial organization of categories, metaphors, and cultural scripts. The Cognitive Linguistics paradigm has already shown itsviability to analyze a wide array of linguistic phenomena.This book establishes its relevance in the areas of second language acquisition and language pedagogy. Its intended public is composed of Cognitive Linguists, Second Language Acquisition specialists, as well as foreign language pedagogy researchers, instructors, and students. 410 0$aStudies on language acquisition ;$v18. 606 $aLanguage and languages$xStudy and teaching$xPsychological aspects 606 $aSecond language acquisition 606 $aCognitive grammar 610 $aCognitive linguistics. 610 $aLanguage acquisition. 615 0$aLanguage and languages$xStudy and teaching$xPsychological aspects. 615 0$aSecond language acquisition. 615 0$aCognitive grammar. 676 $a418/.0071 686 $aER 925$2rvk 701 $aAchard$b Michel$f1959-$0772383 701 $aNiemeier$b Susanne$f1960-$0175871 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910782765103321 996 $aCognitive linguistics, second language acquisition, and foreign language teaching$93799555 997 $aUNINA