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Cognitive Linguistics, Second Language Acquisition, and Foreign Language Teaching / ed. by Michel Achard, Susanne Niemeier.

Contributor(s): Material type: TextTextSeries: Studies on Language Acquisition [SOLA] ; 18Publisher: Berlin ; Boston : De Gruyter Mouton, [2008]Copyright date: ©2004Edition: 2004Description: 1 online resource (283 p.) : IllustrationsContent type:
Media type:
Carrier type:
ISBN:
  • 9783110173574
  • 9783110199857
Subject(s): DDC classification:
  • 418/.0071 22
LOC classification:
  • P53.7 .C59 2004
Other classification:
  • online - DeGruyter
Online resources: Available additional physical forms:
  • Issued also in print.
Contents:
Frontmatter -- Contents -- Introduction: Cognitive Linguistics, Language -- Acquisition, and Pedagogy -- Expressing Motion Events in a Second Language: a -- Cognitive Typological Perspective -- Construal, Convention, and Constructions in L2 -- Speech -- Input Versus Transfer? - The Role of Frequency and -- Similarity in the Acquisition of L2 Prepositions -- Linguistic and Cultural Relativity - Reconsidered -- for the Foreign Language Classroom -- The Figure / Ground Gestalt and Language Teaching -- Methodology -- "Cultural Scripts": a New Medium for Ethnopragmatic -- Instruction -- Grammatical Instruction in the Natural Approach: a -- Cognitive Grammar View -- Teaching Temporal Connectors and their Prototypical -- Non-temporal Extensions -- Expanding Learners' Vocabulary Through Metaphor -- Awareness: What Expansion, What Learners, What Vocabulary? -- A Cognitive Linguistic View of Polysemy in English -- and its Implications for Teaching -- Applying Cognitive Linguistics to Pedagogical -- Grammar: The Case of Over -- Backmatter
Summary: This 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 its viability 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.
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)9783110199857

Frontmatter -- Contents -- Introduction: Cognitive Linguistics, Language -- Acquisition, and Pedagogy -- Expressing Motion Events in a Second Language: a -- Cognitive Typological Perspective -- Construal, Convention, and Constructions in L2 -- Speech -- Input Versus Transfer? - The Role of Frequency and -- Similarity in the Acquisition of L2 Prepositions -- Linguistic and Cultural Relativity - Reconsidered -- for the Foreign Language Classroom -- The Figure / Ground Gestalt and Language Teaching -- Methodology -- "Cultural Scripts": a New Medium for Ethnopragmatic -- Instruction -- Grammatical Instruction in the Natural Approach: a -- Cognitive Grammar View -- Teaching Temporal Connectors and their Prototypical -- Non-temporal Extensions -- Expanding Learners' Vocabulary Through Metaphor -- Awareness: What Expansion, What Learners, What Vocabulary? -- A Cognitive Linguistic View of Polysemy in English -- and its Implications for Teaching -- Applying Cognitive Linguistics to Pedagogical -- Grammar: The Case of Over -- Backmatter

restricted access online access with authorization star

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

This 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 its viability 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.

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)

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