Applying Cognitive Linguistics to Second Language Learning and Teaching

• Autore: Littlemore Jeannette
• Pubblicazione: Cham : , : Springer International Publishing AG, , 2023; ©2023
• Edizione: 2nd ed.
• Descrizione fisica: 1 online resource (290 pages)
• Disciplina: 418.0071
• Nota di contenuto: Intro -- Preface to the Second Edition -- References -- Acknowledgements -- Contents -- List of Figures -- List of Tables -- 1: Introduction -- 1.1 What Is 'Cognitive Linguistics'? -- 1.2 Key Concepts in Cognitive Linguistics and Their Applications to Second Language Learning and Teaching and Outline of the Rest of the Book -- References -- 2: 'I see less of the surroundings. The story feels different': Construal and Second Language Learning -- 2.1 Introductory Comments -- 2.2 Attention and Salience -- 2.2.1 Attention, Salience, and Manner-of-Movement Verbs: Slobin's Thinking-for-Speaking Hypothesis -- 2.2.2 Slobin's Thinking-for-Speaking Hypothesis and Second Language Learning -- 2.3 Perspective -- 2.4 Constitution -- 2.5 Categorization -- 2.5.1 Cross-Linguistic Differences in the Categorization of Space -- 2.6 Beyond Transfer: Other Cognitive Processes That Influence the Acquisition of L2 Construal Patterns -- 2.7 The Role of Explicit Teaching in the Learning of L2 Construal Patterns -- 2.8 Concluding Comments -- References -- 3: More on Categories: Words, Morphemes, 'Grammar Rules', Phonological Features, and Intonation Patterns as Radial Categories -- 3.1 Introductory Comments -- 3.2 Individual Words and Morphemes as Radial Categories -- 3.2.1 How Does the Idea That Words and Morphemes Operate Within Radial Categories Help Second Language Learners and Teachers? -- 3.3 'Grammar Rules' as Radial Categories -- 3.3.1 How Might the Idea That 'Grammar Rules' Operate Within Radial Categories Help Second Language Learners and Teachers? -- 3.4 Phonological Features as Radial Categories -- 3.4.1 How Might the Idea That Phonological Features Operate Within Radial Categories Help Second Language Learners and Teachers? -- 3.5 Intonation Patterns as Radial Categories. ; 3.5.1 How Might the Idea That Intonation Patterns Operate Within Radial Categories Help Second Language Learners and Teachers? -- 3.6 Concluding Comments -- References -- 4: More About Spinsters and Their Cats: Encyclopaedic Knowledge and Second Language Learning -- 4.1 Introductory Comments -- 4.2 What Is Meant by 'Encyclopaedic Knowledge'? -- 4.3 Encyclopaedic Knowledge and Frame Semantics -- 4.4 Idealized Cognitive Models -- 4.5 Clines of Encyclopaedic Knowledge -- 4.6 What Aspects of Encyclopaedic Knowledge Should Be Taught? -- 4.7 How Can Encyclopaedic Knowledge Be Taught? -- 4.8 Concluding Comments -- References -- 5: 'Eyebrow Heads' and 'Yummy Mummies': Metaphor and Second Language Learning -- 5.1 Introductory Comments -- 5.2 Conceptual Metaphor Theory -- 5.3 Conceptual and Linguistic Metaphor: Cross-Linguistic Variation and Implications for Language Learning -- 5.4 Other Aspects of Metaphor and Their Implications for Language Learning and Teaching -- 5.4.1 Creative Metaphor -- 5.4.2 Metaphor and Phraseological Patterns -- 5.4.3 Metaphor as a Dynamic Process -- 5.4.4 Conceptual Metaphor and Blending Theory -- 5.5 Concluding Comments -- References -- 6: 'You'll find Jane Austen in the basement' … or Will You? Metonymy and Second Language Learning -- 6.1 Introductory Comments -- 6.2 Conceptual and Linguistic Metonymy -- 6.3 The Relationship Between Metonymy and Metaphor -- 6.4 The Functions of Metonymy -- 6.5 What Challenges Might Metonymy Present to Second Language Learners? -- 6.6 Investigations into the Comprehension and Production of Metonymy by Second Language Learners -- 6.7 How Might Language Learners Be Helped to Deal with Metonymy? -- 6.8 Concluding Comments -- References -- 7: What Have Bees, Macaque Monkeys, and Humans Got in Common? Embodied Cognition, Gesture, and Second Language Learning. ; 7.1 Introductory Comments -- 7.2 Embodied Metaphor in the First and Second Language -- 7.3 The Role of Embodied Cognition in Language Learning and Teaching -- 7.4 Embodied Cognition and Gesture -- 7.5 Cross-Linguistic Variation in the Use of Gesture -- 7.6 Do People Change Their Gesture Patterns When They Acquire a Second Language? -- 7.7 How Do Learners Benefit from Seeing Gesture When Listening to the Target Language? -- 7.8 How Do Learners Benefit from Using Gesture When Working in the Target Language? -- 7.9 Concluding Comments -- References -- 8: 'Loud Suits' and 'Sharp Cheese': Motivated Language, Iconicity, and Second Language Learning -- 8.1 Introductory Comments -- 8.2 Explainable Form-Form Connections -- 8.3 Explainable Form-Meaning Connections -- 8.4 Explainable Meaning-Meaning Connections -- 8.5 Limitations to the Teaching of Motivated Language in the Classroom -- 8.6 Concluding Comments -- References -- 9: 'Oscar sent Venice an elephant': Construction Grammars and Second Language Learning -- 9.1 Introductory Comments -- 9.2 Goldberg's (1995) Construction Grammar -- 9.3 Relationships Between Constructions -- 9.4 Learning Constructions Explicitly: Classroom Applications of Goldberg's Theory -- 9.5 Learning Constructions Implicitly: Tomasello's Usage-Based Account of L1 Acquisition and Its Applications to L2 Acquisition -- 9.6 Concluding Comments -- References -- 10: Conclusion -- References -- Index.
• Titolo autorizzato: Applying Cognitive Linguistics to Second Language Learning and Teaching
• ISBN: 3-031-39796-7
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910755075403321
• Lo trovi qui: Univ. Federico II