Applying Cognitive Linguistics to Second Language Learning and Teaching

Cover......Page 1
Contents......Page 8
List of Tables and Figures......Page 11
Acknowledgements......Page 13
1.1 What is 'cognitive linguistics'?......Page 14
1.2 Key concepts in cognitive linguistics and their applications to second language learning and teaching......Page 17
2.1 Introductory comments......Page 26
2.2 Attention and salience......Page 28
2.3 Perspective......Page 34
2.4 Constitution......Page 38
2.5 Categorization......Page 39
2.6 Beyond transfer: other cognitive processes that influence the acquisition of L2 construal patterns......Page 46
2.7 The role of explicit teaching in the learning of L2 construal patterns......Page 51
2.8 Concluding comments......Page 52
3.1 Introductory comments......Page 54
3.2 Individual words and morphemes as radial categories......Page 55
3.3 'Grammar rules' as radial categories......Page 70
3.4 Phonological features as radial categories......Page 77
3.5 Intonation patterns as radial categories......Page 80
3.6 Concluding comments......Page 82
4.1 Introductory comments......Page 84
4.2 What is meant by 'encyclopaedic knowledge'?......Page 87
4.3 Encyclopaedic knowledge and frame semantics......Page 88
4.4 Idealized cognitive models......Page 92
4.5 Clines of encyclopaedic knowledge......Page 98
4.6 What aspects of encyclopaedic knowledge should be taught?......Page 100
4.7 How can encyclopaedic knowledge be taught?......Page 102
4.8 Concluding comments......Page 105
5.1 Introductory comments......Page 107
5.2 Conceptual metaphor theory......Page 108
5.3 Conceptual and linguistic metaphor: cross-linguistic variation and implications for language learning......Page 110
5.4 Recent developments in CMT and their implications for language learning and teaching......Page 112
5.5 Concluding comments......Page 118
6.1 Introductory comments......Page 120
6.2 Conceptual and linguistic metonymy......Page 121
6.3 The relationship between metonymy and metaphor......Page 123
6.4 The functions of metonymy......Page 124
6.5 What challenges might metonymy present to second language learners?......Page 129
6.6 How might language learners be helped to deal with metonymy?......Page 133
6.7 Concluding comments......Page 137
7.1 Introductory comments......Page 138
7.2 The role of embodied cognition in grammar teaching......Page 142
7.3 Embodied cognition and gesture......Page 147
7.4 Cross-linguistic variation in the use of gesture......Page 150
7.5 How do learners benefit from seeing gesture when listening to the target language?......Page 154
7.6 How do learners benefit from using gesture when working in the target language?......Page 155
7.7 Concluding comments......Page 159
8.1 Introductory comments......Page 161
8.2 Explainable form–form connections......Page 162
8.3 Explainable form–meaning connections......Page 163
8.4 Explainable meaning–meaning connections......Page 166
8.5 Limitations to the teaching of motivated language in the classroom......Page 173
8.6 Concluding comments......Page 174
9.1 Introductory comments......Page 175
9.2 Goldberg's (1995) construction grammar......Page 178
9.3 Relationships between constructions......Page 184
9.4 Learning constructions explicitly: classroom applications of Goldberg's theory......Page 187
9.5 Learning constructions implicitly: Tomasello's usage-based account of L1 acquisition and its applications to L2 acquisition......Page 191
9.6 Concluding comments......Page 198
10 Conclusion......Page 199
References......Page 204
C......Page 222
I......Page 223
P......Page 224
Y......Page 225