LEADER 05469nam 2200733Ia 450 001 9910818255203321 005 20240418093252.0 010 $a1-282-19469-0 010 $a9786612194696 010 $a3-11-019916-5 024 7 $a10.1515/9783110199161 035 $a(CKB)1000000000691461 035 $a(EBL)364663 035 $a(OCoLC)476196959 035 $a(SSID)ssj0000124362 035 $a(PQKBManifestationID)11136530 035 $a(PQKBTitleCode)TC0000124362 035 $a(PQKBWorkID)10017202 035 $a(PQKB)10504867 035 $a(MiAaPQ)EBC364663 035 $a(DE-B1597)34677 035 $a(OCoLC)560639481 035 $a(OCoLC)703226877 035 $a(DE-B1597)9783110199161 035 $a(Au-PeEL)EBL364663 035 $a(CaPaEBR)ebr10256694 035 $a(CaONFJC)MIL219469 035 $a(EXLCZ)991000000000691461 100 $a20071228d2008 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aCognitive linguistic approaches to teaching vocabulary and phraseology /$fedited by Frank Boers, Seth Lindstromberg 205 $a1st ed. 210 $aBerlin ;$aNew York $cMouton de Gruyter$dc2008 215 $a1 online resource (408 p.) 225 1 $aApplications of cognitive linguistics ;$v6 300 $aDescription based upon print version of record. 311 $a3-11-019630-1 320 $aIncludes bibliographical references and index. 327 $t Frontmatter -- $tTable of contents -- $tOpening chapter -- $tHow cognitive linguistics can foster effective vocabulary teaching -- $tPart one: Refining the empirical evidence -- $tUsing conceptual metaphors and metonymies in vocabulary teaching -- $tConceptual metaphoric meaning clues in two idiom presentation methods -- $tHow cognitive linguistic motivations influence the learning of phrasal verbs -- $tA discovery approach to figurative language learning with the use of corpora -- $tVariables in the mnemonic effectiveness of pictorial elucidation -- $tPart two: Broadening the scope -- $tReasoning figuratively in early EFL: Some implications for the development of vocabulary -- $tTranslating the senses: Teaching the metaphors in winespeak -- $tWhat bilingual word associations can tell us -- $tFactors which influence the process of collocation -- $tThe notion of boundedness/unboundedness in the foreign language classroom -- $tStructural elaboration by the sound (and feel) of it -- $tA quantitative comparison of the English and Spanish repertoires of figurative idioms -- $tClosing chapter -- $tFrom empirical findings to pedagogical practice -- $t Backmatter 330 $aMastering the vocabulary of a foreign language is one of the most daunting tasks that language learners face. The immensity of the task is underscored by the realisation that it is not only single words but also numerous standardised phrases (idioms, collocations, etc.) that need to be acquired. There is thus a clear need for instructional methods that help learners tackle this task, and yet few proposals for vocabulary instruction have so far gone beyond techniques for rote-learning and familiar means of promoting of noticing. The reason for this is that vocabulary and phraseology have long been assumed arbitrary. The volume offers a long-overdue alternative by exploring and exploiting the presence of linguistic 'motivation' - or, systematic non-arbitrariness - in the lexicon. The first half of the volume reports ample empirical evidence of the pedagogical effectiveness of presenting vocabulary to learners as non-arbitrary. The data reported indicate that the proposed instructional methods can benefit when both the nature of the target lexis and the basic cognitive orientations of particular learners are taken into account. The first half of the book mostly targets lexis that has already attracted a fair amount of attention from Cognitive Linguists in the past (e.g. phrasal verbs and figurative idioms). The second half broadens the scope considerably by revealing the non-arbitrariness of diverse other lexical patterns, including collocations and word partnerships generally. This is achieved by recognising some long-neglected dimensions of linguistic motivation - etymological and phonological motivation, in particular. Concrete suggestions are made for putting the non-arbitrary nature of words and phrases to good use in instructed language learning. The volume is therefore of interest not only to applied linguists and researchers in Second Language Acquisition/Foreign Language Teaching, but also to second and foreign language teaching professionals. 410 0$aApplications of cognitive linguistics ;$v6. 606 $aLanguage and languages$xStudy and teaching 606 $aVocabulary$xStudy and teaching 606 $aPhraseology$xStudy and teaching 610 $aCognitive Linguistics. 610 $alanguage teaching. 615 0$aLanguage and languages$xStudy and teaching. 615 0$aVocabulary$xStudy and teaching. 615 0$aPhraseology$xStudy and teaching. 676 $a407 676 $a407 701 $aBoers$b Frank$01631139 701 $aLindstromberg$b Seth$f1949-$0460881 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910818255203321 996 $aCognitive linguistic approaches to teaching vocabulary and phraseology$93969808 997 $aUNINA