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Author: Michel Achard
Publisher: Walter de Gruyter
ISBN: 3110199858
Category : Language Arts & Disciplines
Languages : en
Pages : 293
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Book Description
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.
Author: Michel Achard
Publisher: Walter de Gruyter
ISBN: 3110199858
Category : Language Arts & Disciplines
Languages : en
Pages : 293
Get Book Here
Book Description
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.
Author: Michel Achard
Publisher: Walter de Gruyter
ISBN: 3110173573
Category : Language Arts & Disciplines
Languages : en
Pages : 292
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Book Description
This book shows that the notions developed within the Cognitive Linguistics movement afford an insightful perspective on several important areas of second language acquisition and pedagogy. The key concepts commonly invoked in cognitive analyses such as the usage-based conception of grammar, the radial organization of categories, metaphors, or cultural scripts, do not only represent powerful constructs within which the process of second language acquisition can be valuably investigated, but also allow teachers to successfully introduce problematic material in the foreign language classroom.
Author: Peter Robinson
Publisher: Routledge
ISBN: 1135604193
Category : Education
Languages : en
Pages : 577
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Book Description
This cutting-edge volume describes the implications of Cognitive Linguistics for the study of second language acquisition (SLA). The first two sections identify theoretical and empirical strands of Cognitive Linguistics, presenting them as a coherent whole. The third section discusses the relevance of Cognitive Linguistics to SLA and defines a research agenda linking these fields with implications for language instruction. Its comprehensive range and tutorial-style chapters make this handbook a valuable resource for students and researchers alike.
Author: Jeannette Littlemore
Publisher: Springer Nature
ISBN: 3031397967
Category : Education
Languages : en
Pages : 290
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Book Description
This is a revised and updated edition of a seminal text in the field of Cognitive Linguistics, written in an engaging and accessible style for a new generation of scholars and students. The author surveys and incorporates a wealth of more recent studies conducted in different areas since the book’s original publication in 2009, exploring how new areas of research within Cognitive Linguistics have emerged and flourished, and taking account of key studies that have progressed the field since its inception. This new edition has been revised throughout to review, analyse and synthesise the latest state of the art in Cognitive Linguistics–inspired second language learning and teaching research, and suggests other areas that might benefit from further exploration. It will be essential reading for academics, educators and students across Linguistics and Education, particularly those with an interest in cognitive linguistics, second language acquisition, foreign language teaching and language education.
Author: Kyoko Masuda
Publisher: Walter de Gruyter
ISBN: 9781614516057
Category : Cognitive grammar
Languages : en
Pages : 0
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Book Description
By integrating cognitive linguistics and sociocultural theories, this groundbreaking book presents empirical studies on selected grammatical and semantic aspects that are challenging for second/foreign language learners. Through in-depth studies exp
Author: Martin Pütz
Publisher: John Benjamins Publishing
ISBN: 9027239029
Category : Language Arts & Disciplines
Languages : en
Pages : 385
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Book Description
This edited volume represents state of the field research linking cognition and second language acquisition, reflecting the experience of the learner when engaged in noticing, input/output processing, retrieval, and even attrition of target forms. Contributions are both theoretical and practical, describing a variety of L1, L2 and L3 combinations from around the world as observed in spoken, written, and computer-mediated contexts. The book relates conditions of language, task, medium or environment to how learners make decisions about language, with discussions about the application or efficacy of these conditions on linguistic success and development, and pedagogical implications.
Author: Mick Randall
Publisher: John Benjamins Publishing
ISBN: 9789027219770
Category : Language Arts & Disciplines
Languages : en
Pages : 238
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Book Description
This book explores the contributions that cognitive linguistics and psychology, including neuropsychology, have made to the understanding of the way that second languages are processed and learnt. It examines areas of phonology, word recognition and semantics, examining 'bottom-up' decoding processes as compared with 'top-down' processes as they affect memory. It also discusses second language learning from the acquisition/learning and nativist/connectionist perspectives. These ideas are then related to the methods that are used to teach second languages, primarily English, in formal classroom situations. This examination involves both 'mainstream' communicative approaches, and more traditional methods widely used to teach EFL throughout the world. The book is intended to act both as a textbook for students who are studying second language teaching and as an exploration of issues for the interested teacher who would like to further extend their understanding of the cognitive processes underlying their teaching.Mick Randall is currently Senior Lecturer in TESOL and Head of the Institute of Education at the British University in Dubai. He has taught courses in second language learning and teaching, applied linguistics and psychology in a number of different contexts. He has a special interest in the cognitive processing of language and in the psycholinguistics of word recognition, spelling and reading.
Author: Gisela Granena
Publisher: John Benjamins Publishing Company
ISBN: 9027266328
Category : Language Arts & Disciplines
Languages : en
Pages : 361
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Book Description
Cognitive Individual Differences in Second Language Processing and Acquisition contains 14 chapters that focus on the role of cognitive IDs in L2 learning and processing. The book brings together theoretical and methodological approaches to the study of cognitive IDs, as well as empirical studies that investigate the mediating role of cognitive IDs in various linguistic domains. Chapters include contributions from researchers working within second language acquisition (SLA), psycholinguistics, and cognitive psychology, sharing a common interest in the application of cognitive IDs to their respective areas of study. The interdisciplinary understanding of cognitive IDs presented in this book makes the book of interest to a wide readership of graduate students, faculty members, and academic researchers in the fields of SLA, psycholinguistics, cognitive psychology, and education.
Author: Iria Bello
Publisher: Peter Lang Limited, International Academic Publishers
ISBN: 9781787078918
Category : Language Arts & Disciplines
Languages : en
Pages : 0
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Book Description
This volume employs a range of empirical methodologies, including eye-tracking, direct observation, qualitative research and corpus analysis, to describe the use of discourse markers in second language acquisition. It aims to enrich our understanding of the cognitive behaviour of L2 speakers.
Author: John W. Schwieter
Publisher: John Benjamins Publishing
ISBN: 9027271666
Category : Language Arts & Disciplines
Languages : en
Pages : 351
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Book Description
This volume brings together theoretical perspectives and empirical studies in second language (L2) acquisition and bilingualism and discusses their implications for L2 pedagogy. The book is organized into three sections that focus on prominent linguistic and cognitive theories and together provide a compelling set of state-of-the-art works. Part I consists of studies that give rise to innovative applications for second language teaching and learning and Part II discusses how findings from cognitive research can inform practices for L2 teaching and learning. Following these two sections, Part III provides a summative commentary of the theories explored in the volume along with suggestions for future research directions. The book is intended to act as a valuable reference for scholars, applied linguists, specialists in pedagogy, language educators, and anyone wishing to gain an overview of current issues in SLA and bilingualism.
