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Fostering Language Teaching Efficiency through Cognitive Linguistics / ed. by Sabine De Knop, Antoon De Rycker, Frank Boers.

Contributor(s): Material type: TextTextSeries: Applications of Cognitive Linguistics [ACL] ; 17Publisher: Berlin ; Boston : De Gruyter Mouton, [2010]Copyright date: ©2010Description: 1 online resource (388 p.)Content type:
Media type:
Carrier type:
ISBN:
  • 9783110245820
  • 9783110245837
Subject(s): LOC classification:
  • P51
Other classification:
  • online - DeGruyter
Online resources: Available additional physical forms:
  • Issued also in print.
Contents:
Frontmatter -- Table of contents -- Fostering language teaching efficiency through cognitive linguistics: Introduction -- Part I – The importance of usage-based language acquisition, but why it may not suffice in contexts of second language learning -- Language in the mind -- Phrasal verbs in EFL course books -- Basic-level salience in second language vocabulary acquisition -- Does 'chunking' foster chunk-uptake? -- Part II – How Cognitive Linguistics can inform decisions about what to teach -- Having many meanings: A corpus study of Spanish EFL writers' construals with have -- Seven events in three languages: Culture-specific conceptualizations and their implications for FLT -- Canonicity and variation in idiomatic expressions: Evidence from business press headlines -- The use of metaphor and metonymy in academic and professional discourse and their challenges for learners and teachers of English -- Argument constructions and language processing: Evidence from a priming Experiment and pedagogical implications -- Choosing motivated chunks for teaching -- Part III – How Cognitive Lingusics can inform decisions about how to teach -- Fostering the acquisition of English prepositions by Japanese learners with networks and prototypes -- A prototype approach to auxiliary selection in the Italian passato prossimo -- Obstacles to CM-guided L2 idiom interpretation -- Corpus-informed integration of metaphor in materials for the business English classroom -- Improving word learn-ability with lexical decomposition strategies -- Cognitive theory as a tool for teaching pronunciation -- Backmatter
Summary: In 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.
Holdings
Item type Current library Call number URL Status Notes Barcode
eBook eBook Biblioteca "Angelicum" Pont. Univ. S.Tommaso d'Aquino Nuvola online online - DeGruyter (Browse shelf(Opens below)) Online access Not for loan (Accesso limitato) Accesso per gli utenti autorizzati / Access for authorized users (dgr)9783110245837

Frontmatter -- Table of contents -- Fostering language teaching efficiency through cognitive linguistics: Introduction -- Part I – The importance of usage-based language acquisition, but why it may not suffice in contexts of second language learning -- Language in the mind -- Phrasal verbs in EFL course books -- Basic-level salience in second language vocabulary acquisition -- Does 'chunking' foster chunk-uptake? -- Part II – How Cognitive Linguistics can inform decisions about what to teach -- Having many meanings: A corpus study of Spanish EFL writers' construals with have -- Seven events in three languages: Culture-specific conceptualizations and their implications for FLT -- Canonicity and variation in idiomatic expressions: Evidence from business press headlines -- The use of metaphor and metonymy in academic and professional discourse and their challenges for learners and teachers of English -- Argument constructions and language processing: Evidence from a priming Experiment and pedagogical implications -- Choosing motivated chunks for teaching -- Part III – How Cognitive Lingusics can inform decisions about how to teach -- Fostering the acquisition of English prepositions by Japanese learners with networks and prototypes -- A prototype approach to auxiliary selection in the Italian passato prossimo -- Obstacles to CM-guided L2 idiom interpretation -- Corpus-informed integration of metaphor in materials for the business English classroom -- Improving word learn-ability with lexical decomposition strategies -- Cognitive theory as a tool for teaching pronunciation -- Backmatter

restricted access online access with authorization star

http://purl.org/coar/access_right/c_16ec

In 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.

Issued also in print.

Mode of access: Internet via World Wide Web.

In English.

Description based on online resource; title from PDF title page (publisher's Web site, viewed 28. Feb 2023)