Applying Cognitive Linguistics to Second Language Learning and Teaching

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